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 seeks to answer the following main research question: How do ethnic Kazakh parents make choices regarding the language of instruction for their children at primary schools? Specifically, it aims to uncover: 1) The underlying motivations and rationales driving ethnic Kazakh parents to choose a particular language of instruction for their children. 2) The existing ideologies among parents regarding languages of instruction and how these influence the overall decision-making process. 3) Other non-linguistic factors that may influence parents’ decisions regarding the language of instruction.

Centered on three cities in Kazakhstan, the research aims to unveil the parental reasoning behind the selection of Russian-medium, Kazakh-medium, or mixed-language primary schools for their children. Anchored in a pragmatic philosophical approach, the study employs qualitative focus group discussions and a quantitative cross-sectional survey as integral parts of the PhD thesis.

The qualitative data will be collected during February-March 2024. The study will present tentative qualitative results that are anticipated to shed light on the complex dynamics influencing parental decisions and provide guidance for fostering cultural cohesion within society. It will offer insights valuable to policymakers, educators, and parents in navigating post-colonial and multilingual educational contexts.

Fierman, W. (2006). Language and education in Post-Soviet Kazakhstan: Kazakh-medium instruction in urban schools. Russian Review, 65(1), 98–116. https://doi.org/10.1111/j.1467-9434.2005.00388.x Kambatyrova, A. (2020). Parents’ language ideologies in the context of trilingual educational policy in Kazakhstan [Doctoral dissertation, Nazarbayev University]. http://nur.nu.edu.kz/handle/123456789/6730 Muratkyzy, A. (2020). Equity and excellence in the Kazakhstani education system: A multilevel analysis of the personal and contextual factors contributing to students’ reading literacy performance on PISA 2018 [Master's thesis, Nazarbayev University]. http://nur.nu.edu.kz/handle/123456789/4886 OECD. (2012). PISA technical report. OECD. https://www.oecd.org/pisa/pisaproducts/PISA-2012-technical-report-final.pdf Smagulova, J. (2008). Language policies of Kazakhization and their influence on language attitudes and use. International Journal of Bilingual Education and Bilingualism, 11(3–4), 440–475. https://doi.org/10.1080/13670050802148798 Spolsky, B. (2009). Language management. Cambridge University Press.