Abstract
This article presents the results of an analysis of educational texts designed for schools with Russian as the medium of instruction in the Republic of Kazakhstan. The study posits the specificity of the language of instruction within a multilingual society. The hypothesis is grounded in the framework of institutional discourse theory. A methodological approach is proposed, encompassing linguistic, sociolinguistic, and language didactic parameters. The applicability of this methodology is illustrated through an examination of textbooks from the subject areas of “Mathematics and Computer Science” and “Natural Sciences.” The analysis reveals that, on one hand, these educational texts contribute to the development of students’ linguistic, communicative, and overall language competencies; the Russian as the language of instruction is utilized appropriately, fostering the growth of linguistic identity. On the other hand, the texts are rich in paralinguistic and linguistic elements that resonate with Kazakhstan’s national culture. It is noted that the Russian in these educational texts serves as a means of socialization for agents of pedagogical discourse as citizens of contemporary Kazakhstan, rather than as a gateway to Russian cultural immersion. The study concludes that this ambivalence reflects the characteristics of a multilingual society and aligns with the principles of state language policy, yet it necessitates additional efforts to fully engage with the culture of the language.
Published Version
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