Abstract
The relevance of this research lies in the fact that models and practices of the introduction of multilingualism are an important cross-cutting problem that concerns the social, cultural, economic and, consequently, educational spheres, which contribute to the promotion of rarer languages. It is important to assess the cultural value of linguistic diversity at all levels of education and training, while simultaneously spreading information about the multiplicity of languages and their importance in the world. The purpose of the study is to consider the models and practices of the introduction of multilingualism in the context of education in the Republic of Kazakhstan through comparative sociological analysis. To achieve this goal, the following methods were used: sociological, statistical, and comparative. The research findings highlight the importance of multilingualism in personal and societal development, emphasising the need for incorporating multilingual practices in educational policies and teacher training. Additionally, the introduction of multilingualism in Kazakhstan, particularly the trilingual approach involving Kazakh, Russian, and English, is influenced by global processes and the prestige associated with different languages in society.