Vol.:(0123456789) 1 3 Asia Pacifc Education Review https://doi.org/10.1007/s12564-023-09823-7 Challenging aspects of Kazakhstan’s trilingual education policy: evidence from a literature review Yerbol Sarmurzin 1  · Nazerke Amanzhol 2  · Kamshat Toleubayeva 2  · Marina Zhunusova 2  · Aray Amanova 3  · Akbota Abiyr 4 Received: 7 February 2022 / Revised: 4 January 2023 / Accepted: 11 January 2023 © Education Research Institute, Seoul National University 2023 Abstract The research reported in this article explored the implementation of Trilingual Education Policy in Kazakhstan. The authors explain the challenges stakeholders came across while taking on the reforms in the language-in-education policy. In this context, the scholars describe four main challenges, such as the simultaneous implementation of several reforms, teachers training, a lack of an English environment, and diferent language origins. The topic is important, as the issue has been raised for almost two decades. Despite the two decades of meticulous deliberation and piloting of the system, it has not been fully implemented yet. During the research, a systematic literature review method was adopted. The authors used Google Scholar, ERIC, Web of Science, and Scopus databases as well as the ofcial websites of the Government of Kazakhstan and Media resources. This review was conducted using Russian, English, and Kazakh databases. Keywords Trinity of languages · Trilingual education · Multilingualism · Secondary education · School reforms · Kazakhstan Introduction Kazakhstan’s education system has been undergoing recon- struction in the last decades towards the government’s goal to join the world’s 30 most developed countries by 2050 (Janenova & Knox, 2019; OECD, 2014). One signifcant change associated with this goal is in school education, where an incremental shift to a trilingual education format has taken place, as underlined in the government’s “trinity of languages” proposal in 2007 (Nazarbayev, 2007). The goal of Kazakhstan’s language policy is to integrate the country with the world’s community and, as a consequence, the country’s science, economy, and sociocultural develop- ment. This ambitious strategy supports the integration of three languages: Kazakh as the ofcial language, Russian as a language for interethnic communication, and English as a language for global economic integration. Consequently, the government implemented the State Program for the Functioning and Development of Languages for 2011–2020 (SPFDL, 2011) and has adopted the current national pro- gram for 2020–2025 (NPILP, 2019). Creating a multilingual environment inside a nation is a common occurrence in globalization. Beetsma (2002, p. 6) describes it as a “growing phenomenon all over Europe.” However, the efcacy of building a multilingual society remains questionable. Although multilingual societies have become commonplace because of globalization, multilingual education is less ubiquitous, being provided by only fve nations: the Netherlands, Finland, Luxembourg, Switzer- land, and Spain (the Basque Country) (Irsaliyev et al., 2017). Learning subjects using three languages is assumed to provide more access to resources in multiple languages to acquire new perspectives and teach respect for other cul- tures. In addition, the multilingual environment improves academic potential, enhances fexibility and critical and creative thinking, and increases the willingness to learn foreign languages (Ghonsooly & Showqi, 2012). Moreo- ver, Calafato (2021) states that a multilingual community * Yerbol Sarmurzin yerbol.sarmurzin@gmail.com 1 Auezov South Kazakhstan University, 5, Tauke Khan Avenue, Shymkent, Kazakhstan 2 Buketov Karaganda University, Karaganda, Kazakhstan 3 L.N. Gumilyov, Eurasian National University, Astana, Kazakhstan 4 Suleyman Demirel University, Kaskelen, Kazakhstan