Latinization of the Kazakh Alphabet: Implications for Education, Inclusion, and Social Cohesion in Kazakhstan

Abstract

Kazakhstan’s decision to transition its Kazakh language from the Cyrillic to the Latin alphabet has serious implications for language policy, communication, education, inclusion, and social cohesion. This critical qualitative study, underpinned by a discourse-historical approach, employs critical discourse analysis to analyze statements of ex-President Nursultan Nazarbayev and semi-structured interviews with Kazakh language educators and social media articles to determine the nature and effects of the Latinization of Kazakh on social cohesion, inclusion, and inclusive education. The findings indicate that Latinization of Kazakh is gradually becoming more ethnically oriented, implying that the inevitable formation of included and excluded language groups. These patterns in society might undermine social cohesion and inclusion, hinder their maintenance and hamper efforts to achieve inclusive education, which prioritizes equality for all social groups through proper access to knowledge.

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