Abstract
This qualitative study explores Kazakhstani undergraduates’ investment and disinvestment in learning German within a multilingual higher education programme. Guided by Norton’s 2013. [Identity and language learning: Extending the conversation (2nd ed.)]. Multilingual Matters] concepts of investment and imagined identities, the research draws on narrative writing and semi-structured interviews with ten students enrolled in a degree requiring two foreign languages. The findings reveal that participants entered the programme with mixed beliefs about German, often influenced by stereotypes of harshness, but gradually developed more positive perceptions through formal study and cultural exposure. While some learners exercised strong agency by adopting voluntary strategies, such as online courses, media engagement, and extensive reading, others relied primarily on obligatory exam-oriented practices. Investment was primarily linked to imagined futures of academic mobility, employability, and contributions to Kazakhstan’s development, reflecting the concept of national interest. However, disinvestment occurred when structural barriers, including limited teaching hours and instructor turnover, undermined continuity and progress. The study underscores the role of language education in promoting intercultural awareness and peacebuilding, while also highlighting the importance of institutional stability in sustaining learner agency. Policy recommendations include expanding teaching hours, ensuring staff consistency, and embedding intercultural components in the curriculum. The paper suggests avenues for further research into multilingual investment across Asian contexts.