Abstract
This study explores the essential pedagogical elements necessary for effectively learning a third language (L3) within first and second language (L1/L2) frameworks in a multilingual higher education setting. Despite the fact that multilingualism has emerged as a vital skill in today’s globalized world, the specific teaching and institutional strategies that support L3 acquisition remain insufficiently defined. Utilizing theoretical models of functional multilingualism alongside a qualitative case study involving first-year Translation Studies students at a Kazakhstani linguistic university, this research investigates how methodological, cognitive, affective, sociocultural, and technological factors converge to shape the multilingual learning journey. Data were gathered through classroom observations, reflective journals, surveys, and instructor feedback, followed by thematic coding. The findings suggest that L3 acquisition is most effective when instruction purposefully taps into learners’ existing language skills, fosters metalinguistic awareness, alleviates learner anxiety through scaffolding and genuine intercultural communication experiences. Furthermore, the integration of digital resources and thoughtful curriculum design enhances the educational process by promoting greater interaction and facilitating better outcomes. The authors conclude that successful L3 learning is best achieved through a cohesive framework of pedagogical conditions that emphasizes a holistic combination of methods rather than isolated initiatives – highlighting the importance of institutional collaboration and sustained multilingual educational strategies.