Abstract
This paper examines the specificity of multilingualism in higher education in Kazakhstan based on the use and functioning of code-switching in the context of the state trilingual policy. The purpose of the study is to identify the degree of the implementation of the language policy from the point of view of students as direct participants in the educational process. The study is based on data from a sociolinguistic questionnaire with a sample of 400 undergraduate students from multilingual groups in technical, natural science and social educational programs at four leading universities in the western area of Kazakhstan. The study allowed identifying the types of code-switching most preferred by students and the main reasons why they code-switch in the educational context. However, students were unable to give clear answers regarding the impact of code-switching on the quality of their learning and identity. A conclusion is drawn that despite the active state promotion of all the three languages, it is too early to talk about significant success of the state language policy. Since multilingual groups are a relatively new phenomenon in Kazakhstan, students seem to lack a clear understanding of the essence of code-switching as a form of multilingualism in education, and they are not yet fully aware of the opportunities and benefits associated with it.