Abstract
This article explores the role of the translingual approach in teaching the Kazakh language in a multilingual environment. This method focuses on acquiring a second language by leveraging connections between languages. Translingual teaching enhances students’ cognitive and linguistic skills while helping them recognize the similarities and differences between language systems.It is useful in foreign language education, particularly in teaching Kazakh as a second foreign language, where academic writing proficiency plays a crucial role. The goal of the study is to differentiate the types, structures, and creation methods of linguistic models applicable to teaching academic writing in Kazakh as an L2 using translingualism. The key tasks involve analyzing global and domestic modeling practices, selecting suitable models for teaching academic text genres, and developing a structured model by defining its content and framework. Through the analysis and synthesis of existing models, the graphical model of K. Zhubanov was selected as a foundation for constructing a structured model of a scientific article. The practical value of this research lies in the application of graphical models to teach students how to structure essays, scientific articles in Kazakh as an L2, making the writing process more accessible and systematic. The study’s findings indicate that the translingual approach significantly facilitates the acquisition of the Kazakh language, while the simultaneous use of multiple languages accelerates the assimilation of educational material. The process of learning new grammatical structures is enhanced through code-switching and language comparison. Additionally, the article demonstrates the effectiveness of modeling the structures of both the learner’s native language and the target language in improving language acquisition.