Abstract
This study examines the pragmatic acceptance of translanguaging practices among secondary school teachers in Kazakhstan, highlighting a notable gap between official language policy and classroom realities. Although policy mandates monolingual instruction in Kazakh-medium schools, in practice, teachers frequently incorporate Russian and English to support student comprehension and address challenges related to Kazakh language proficiency and limited teaching resources. Drawing on interviews with nine teachers as agents of ‘micro-language implementation’ within broader ‘macro-language policies’ (Baldauf, 2006) and employing the critical framework of language choice and ideologies (Blackledge & Creese, 2010), the research examines language use strategies and ideologies among secondary school teachers. The findings reveal that despite formal education in Kazakh, some teachers rely on Russian for certain social functions, reflecting ongoing reverse language shift dynamics. This study underscores the need for more inclusive language policies that reflect multilingual realities and calls for further research into classroom pedagogies in educational institutions. The insights aim to inform policymakers and educational stakeholders about effective language development, planning, and the implementation of reforms in Kazakhstan.