Latinization of Kazakh - Implications for Language Policy, National Identity and Education in Kazakhstan

Abstract

After gaining independence in 1991, Kazakhstan’s first president, Nursultan Nazarbayev, focused his policies on reinforcing the ethnic identity of Kazakhs and their dominance over other nationalities (Svanberg, 1994, as cited in Bekzhanova & Makoelle, 2022). This emphasis on national identity positioned language as a tool for decolonization (Bekzhanova & Makoelle, 2022). The transition from the Cyrillic to the Latin alphabet represents a major shift in Kazakhstan’s language policy, carrying long-term educational, social, and political consequences. While the reform aims to modernize the Kazakh language, strengthen national identity, and facilitate integration into the global economy, its implementation has raised concerns regarding teacher preparedness, accessibility for minority communities, and potential disruptions to literacy development (Bekzhanova & Makoelle, 2022). As the script change seems politically ambitious, it is slow in its implementation (du Boulay & du Boulay, 2021). Latinization is a step toward national modernization; however, its current implementation strategy lacks sufficient support mechanisms for educators and students, leading to challenges in adoption and inclusivity. The absence of a comprehensive transition framework has resulted in confusion among teachers, inconsistencies in instructional materials, and the marginalization of Rus-sian-speaking and multilingual communities (Bekzhanova & Makoelle, 2022). Furthermore, the reform risks educational disparities, as students from diverse linguistic back-grounds struggle to adapt to the new script. This paper critically examines the factors and consequences of Latinization and its implication. By analyzing these factors, the study aims to provide policy recommendations to ensure a more equitable and effective transition to the Latin script.