English Teachers' Attitudes Toward Using Kazakh and Russian

This study examines English teachers' attitudes toward using Kazakh and Russian alongside English in Kazakhstani schools with Kazakh and Russian medium instruction. Although translanguaging research exists in Kazakhstan, the views of trilingual teachers in different school types have not been compared. Through semi-structured interviews with eight teachers (four from Kazakh-medium and four from Russian-medium schools), the study reveals that despite professed intentions to teach exclusively in English, all participants use translanguaging elements combining Kazakh and Russian with English. Their attitudes are shaped by the contradiction between monolingual ideology and multilingual classroom reality. Russian maintains a dominant position perceived as more effective for learning English, while Kazakh is used selectively based on student ethnicity. Geography may influence language attitudes more than school type. Both groups similarly perceive Russian hegemony linked to historical linguistic imperialism, while attitudes toward Kazakh reflect nationalist ideologies from post-Soviet identity construction.