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The importance of addressing the linguodidactic problems of intercultural communication in the multilingual educational space of the Republic of Kazakhstan lies in the fact that by 2021, the Programme of trilingual education in the region, adopted for implementation in the early 2000s, will have reached its final stage. The purpose of this study is to present a brief analysis of the problems encountered and to state the successes and problems in overcoming them. The leading methodological platform for considering the effects of the trilingual education system was the classical theory of K.D. Ushinski on the anthropological approach to the formation of a multilingual personality, which makes it possible to address the problem of intercultural and ethnic relations in the region. The method of analysing scientific discourse on the international experience of multilingual education was also implemented. The study presents the legislative, applied, and scientific aspects of linguodidactics in the educational field of the country analysed here, reveals the unresolved problems, and shows the success of implementing multilingual education in a particular culturally specific region.
Makhanova et al. (Mon,) studied this question.