THE IMPACT OF BILINGUALISM ON LEARNING A THIRD LANGUAGE IN KAZAKHSTAN

ABSTRACT

The goal of Kazakhstan's trilingual education policy, which was introduced as part of the country's 2050 plan, is to increase multilingualism and global competitiveness by encouraging proficiency in Kazakh, Russian, and English. This study examines cognitive, linguistic, and environmental aspects to determine how Kazakh-Russian bilingualism affects learning English as a third language. The research examines secondary data from scholarly publications and earlier investigations using a qualitative methodology. Research shows that learning a third language is facilitated by bilingualism's cognitive benefits, which include increased metalinguistic awareness and cognitive flexibility. However, obstacles including limited access to technology and linguistic interference impede advancement. In order to solve these issues, the study emphasizes the use of technology and focused teacher preparation, and it makes suggestions for more efficient and equitable English language instruction in Kazakhstan.

Keywords: Children, digital technology, mental health, digital impact, screen addiction, cyberbullying prevention, educational technology, parental control, online behavior, digital literacy, psychological development, safe internet use.

Introduction

In order to prepare its inhabitants for global participation, Kazakhstan implemented a trilingual education program as part of its 2050 plan, encouraging fluency in English, Russian, and Kazakh. English is stressed as a worldwide language, Russian is a lingua franca, and Kazakh is the official language.

Third language acquisition (L3) is supported by the cognitive and linguistic advantages of bilingualism, such as improved executive functioning and metalinguistic awareness. However, obstacles like resource inequalities and verbal interference affect learning results. This study looks at how Kazakh-Russian bilingualism affects learning English as a third language (L3). It analyzes contextual, linguistic, and cognitive aspects and offers suggestions for enhancing English instruction in Kazakhstan.

Methodology

The research adopts a qualitative methodology to investigate the interplay between bilingualism and the acquisition of a third language. An analysis of secondary data sourced from extant research, and scholarly literature was conducted to discern the cognitive, linguistic, and contextual variables that affect English language learning among Kazakh-Russian bilingual individuals.

Results and Discussion

Bilingualism's Linguistic and Cognitive Benefits

According to the study, bilingualism improves cognitive skills including task-switching, adaptability, and attention management—all of which are beneficial when learning a third language. Because of their increased metalinguistic awareness, Kazakh-Russian bilinguals are able to recognize and adjust to English grammar, syntax, and pronunciation. These results are consistent with those of Bialystok et al. (2009), who emphasize the higher language learning skills of bilinguals, especially when learning languages that are structurally different from their original tongues. Despite the cognitive advantages, learners encounter difficulties such as linguistic interference, where learning English is impacted by components of Kazakh or Russian. Understanding grammar is made more difficult by Kazakh's absence of articles and its different word order, as well as Russian false cognates. For instance, it can be difficult to grasp English articles since Kazakh lacks definite and indefinite articles. Educational inequality is perpetuated by resource differences, which further impede rural pupils' access to modern teaching methods, digital resources, and trained teachers.

The Function of Technology: Platforms such as Duolingo and BilimLand provide individualized, flexible learning, bridging resource gaps. These resources aid in improving pronunciation, grammar, and vocabulary, especially in cities with more dependable internet connectivity. Increasing accessibility in rural regions and offering digital literacy

Disparities in Access to Education

Better-trained instructors, cutting-edge resources, and extracurricular activities help urban schools in places like Almaty and Nur-Sultan promote immersive learning. However, the proficiency gap widens in rural schools due to obsolete resources, ill-equipped classrooms, and a lack of skilled staff. Targeted assistance is needed to address this disparity, including financial commitment, training initiatives, and extra resources to establish a more equitable learning environment.

Suggestions for Practice and Policy:

• Teacher Training: Equip educators to address linguistic interference and bilingual learners’ needs through specialized training programs.

• Resource Investment: Prioritize updated materials, digital tools, and infrastructure improvements in rural areas to close the urban-rural gap.

• Technology Integration: Expand online platforms and mobile applications to ensure accessible, individualized language learning experiences nationwide.

Conclusion

The cognitive and linguistic advantages of Kazakh-Russian bilinguals facilitate their learning of English as a third language. Progress is hampered by issues including linguistic intrusion, unequal access to resources, and insufficient teacher preparation. By investing in educator preparation, resource equity, and technology integration, Kazakhstan can strengthen its trilingual education policy. These efforts will ensure broader access to quality English education, equipping students to engage more effectively in the global community.

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