Abstract:

Since gaining independence, Kazakhstan has significantly emphasized language policies as part of the Kazakhization process (Fierman, 2006; Smagulova, 2008). The central focus has been on the development of the Kazakh language and the increase of Kazakh-medium schools. Despite this, Russian-medium schools constitute 17% of all schools, while mixed schools, incorporating Russian-medium classes, comprise 32%, indicating their relevance in the post-colonial context. International and domestic assessments reveal disparities in academic outcomes based on the medium of instruction, with Russian-medium schools significantly outperforming Kazakh language schools (Muratkyzy, 2020; OECD, 2012). This can lead parents to prefer Russian-medium schools, potentially contradicting Kazakhization policies and indirectly accentuating economic inequality which is important in creating a more culturally cohesive society.

This study addresses the dearth of empirical research on parental school choice concerning the language of instruction. Drawing on Spolsky’s (2009) language management and Kambatyrova’s (2020) language ideologies frameworks, it employs a mixed-method sequential exploratory design. Focusing on three cities in Kazakhstan, the research aims to uncover parental rationales behind selecting Russian-medium, Kazakh-medium, or mixed-language schools for their children.

Utilizing qualitative focus group discussions and a quantitative cross-sectional survey as part of the PhD thesis, this study centers on qualitative tentative results. Grounded in a pragmatic philosophical approach, this research offers insights valuable to policymakers, educators, and parents in navigating post-colonial and multilingual educational contexts. The qualitative findings are anticipated to shed light on the complex dynamics influencing parental decisions and provide guidance for fostering cultural cohesion within society.