TRILINGUAL EDUCATION SYSTEM IN KAZAKHSTAN: CHALLENGES AND PROSPECTS

Abstract

The goal of Kazakhstan's "trinity of languages" policy is to create a cohesive trilingual education system that fosters functional competence in English, Russian, and Kazakh. This study employs a combined-methods approach, combining original survey data from 49 respondents and a review of scientific literature. The theoretical foundation is derived from contemporary theories of foreign language proficiency (Bardel and Sanchez), cognitive approaches to multilingualism (Cummins; Jessner), and classical language contact concepts (Weinreich). Empirical research on Kazakhstan's policy implementation is also included (Sarmurzin et al.; Trichik and Radchuk). The findings demonstrate that Kazakhstan's historically multilingual environment provides a genuine foundation for trilingual development; however, practical implementation is hampered by four interconnected core issues: a significant typological gap between the three languages, an inadequate English-language environment outside of schools, a severe lack of qualified teachers, and institutional asymmetry that marginalizes Kazakh despite its official state status.