语言是社会与国家发展密切相关的议题，人类对语言及其功能的认识逐步地深化的，不同国家根据其发展历史阶段的需求制定语言教育政策。哈萨克斯坦百年来的语言教育政策具有自己的特点，并经历了多个阶段和多种变化。

论文采用文献研究和实地调查研究等方法，运用语言规划理论视角，描述、解释和分析哈萨克斯坦百年来国家语言教育及政策缘起、发展历程以及现状，以探索国家语言教育政策制定背后的历史社会因素以及语言教育政策的多重功能，从而揭示语言教育在国家社会发展中的功能与价值。

研究显示，哈萨克斯坦语言教育政策历程可分为三个阶段：

（1）现代国家语言教育及政策的发端，18世纪随着哈萨克斯坦并入沙俄帝国后，引入俄语教育并实现教育的世俗化阶段，替代了公元10世纪以来宗教教育以及伊斯兰教扩张历史，它标志着国家语言教育政策的开始。

（2）苏联时期语言教育及政策：20世纪初到20世纪90年代初，随着苏联的建立，哈萨克斯坦成为苏联的一个加盟共和国。哈萨克斯坦的语言教育政策在苏联发展的不同时期有着不同的表现，哈萨克语作为苏联的少数民族语言，在学校教育中居从属地位。

（3）哈萨克斯坦独立以来的语言教育及政策：20世纪90年代国家的独立初期，为了强化国家认同、提高哈萨克族语言的地位，国家确立哈萨克语的为国语，同时保留了俄语教育，采取俄-哈双语教育政策；21世纪初，随着全球化和社会经济发展需求的凸显，包含英语的“三语教育”成为当前哈萨克斯坦语言教育政策的主导内容。

通过梳理哈萨克斯坦国家语言教育及政策演变历史、比较前苏联加盟国家语言教育及政策，论文得出以下结论：

第一，国家官方语言（国语）具有实现国家政治、经济及文化目标的法律地位，并发挥着强大功能，尽管哈萨克斯坦不同历史阶段的官方语言不同，但通过教育所发挥的功能相同；

第二，哈萨克斯坦语言教育及政策的主要功能表现为：建设国家认同、维护民族团结、培养民族文化、促进社会经济发展、增加国际交流与合作；

第三，在国家发展的不同阶段，语言教育及政策制定侧重于发挥语言的不同功能。多民族国家建立之初，语言教育及政策功能优先强调国家认同及团结；当国家发展进入较为稳固状态时，语言教育及政策的功能侧重于促进经济发展、巩固国家语言地位、参与国际交往与合作等多重功能；

第四，多民族国家的语言教育及政策，通常需要权衡国语（官方语言）与少数民族语言之间的关系，即既要实现国家的整合和认同，又要团结、尊重和保护少数民族的语言与文化。因此，多民族国家语言教育及政策制定过程中，要注意尊重并开发多种语言教育资源，在学校开设多种语言和课程模式，以保障国家多重语言功能的实现。

总的说来，一个国家的语言教育的规划是在国家制度、意识形态、人口流动、经济制约、全球化多重因素的影响下制定出来的。在国家发展的不同历史阶段，影响国家的因素种类与程度不一，导致国家语言教育政策具有动态性的特点。

Language is an issue closely related to social and national development. People's understanding of language and its functions has been gradually deepened. Different countries formulate language education policies according to the needs of their historical stages of development. The language education policy of Kazakhstan in the past hundred years has its own characteristics and has gone through many stages and changes.

This paper describes, explains and analyzes the origin and developmental processes of Kazakhstan's language education and policy from the perspective of language planning theory by means of literature research and field investigation, so as to explore the historical and social factors behind the formulation of national language education policy and the multiple functions of language education policy. So as to reveal the function and value of language education in the development of national society.

The research shows that the process of Kazakhstan's language education policy can be divided into three stages:

(1) The beginning of the modern national language education and policy. In the 19th century, with the incorporation of Kazakhstan into the Tsarist Russian Empire, Russian education was introduced and the secularization of education was realized, which replaced the history of religious education and Islamic expansion since the 10th century A.D., marking the beginning of the national language education policy.

(2) Language education and policy of the Soviet Union: from the beginning of the 20th century to the beginning of the 1990s, with the establishment of the Soviet Union, Kazakhstan became a Soviet Republic. Kazakh, as the minority language of the Soviet Union, plays a subordinate role in school education.

(3) Language education and policy of Kazakhstan since its independence: in the early 1990s, in order to strengthen the national identity and improve the status of Kazakh language, the state established Kazakh as the national language, while retaining Russian education, and adopted the Russian Kazakh bilingual education policy; at the beginning of the 21st century, with the emergence of globalization, social and economic development needs, the "trilingual education" including English has become the leading content of Kazakhstan's current language education policy.

By combing the evolution history of Kazakhstan's national language education and policy and comparing the former Soviet Republics national language education and policy, the paper draws the following conclusions:

1) The national official language (Mandarin) has the legal status to achieve the political, economic and cultural goals of the country, and plays a powerful role. Although the official languages in different historical stages of Kazakhstan are different, the functions played by education are the same;

2) The main functions of Kazakhstan's language education and policy are to build national identity, maintain national unity, cultivate national culture, promote social and economic development, and increase international exchanges and cooperation;

3) At different stages of national development, language education and policy-making focus on different functions of language. At the beginning of the establishment of a multi-ethnic country, the functions of language education and policy give priority to national identity and unity; when the national development enters a more stable state, the functions of language education and policy focus on promoting economic development, consolidating the national language status, participating in international exchanges and cooperation and other multiple functions;

4) The language education and policy of multi-ethnic countries usually need to weigh the relationship between the national language (official language) and the minority language, that is, to realize the integration and recognition of the country, and to unite, respect and protect the minority language and culture. Therefore, in the process of language education and policy-making in multi-ethnic countries, we should pay attention to respect and develop multi language education resources, and set up multi language and curriculum models in schools to ensure the realization of multi language functions of the country.

In general, the planning of language education in a country is made under the influence of national system, ideology, population flow, economic restriction and globalization. In different historical stages of national development, the types and degrees of influencing factors the country receives are different. Therefore, the national language education policy is dynamic.