Abstract
This qualitative study examines the experiences of international students with linguistic racism, language (dis)investment, and multilingual identity negotiation at English-medium universities in Kazakhstan. Grounded in poststructuralist perspectives on investment and linguistic racism, the study draws on narratives from 11 international students from South Asia and Africa. Kazakhstan was chosen by participants primarily because of its affordability, safety, and scholarship opportunities, although many arrived with limited awareness of the country’s complex sociolinguistic landscape. The findings show that participants encountered linguistic and racialised forms of exclusion, particularly when their language proficiency did not align with dominant expectations of legitimate language use. These experiences affected their academic engagement, social relationships, sense of belonging, and identity positioning. At the same time, students demonstrated agency in responding to these challenges. Some invested symbolically in Kazakh as a means of developing cultural connections, while others drew on hybrid and multilingual language practices to navigate their everyday experiences. The study highlights the importance of recognising linguistic diversity and addressing the intersection of language and racialised inequality in international higher education. By situating students’ experiences within Kazakhstan’s multilingual and post-Soviet context, the study contributes to broader discussions of linguistic legitimacy, equity, identity negotiation, and the emotional dimensions of international student mobility.