"Противоречат, да, мои слова?!" Translingual TESOL Teacher Educators' Conflicting Translanguaging Beliefs.

This study investigates translanguaging beliefs among TESOL (Teaching English to Speakers of Other Languages) teacher educators in Qazaqstan’s multilingual context, identifying three main belief categories: hegemonic, resistant, and transformative. Hegemonic beliefs, grounded in monoglossic ideologies, favor English-only instruction aligned with national trilingualism policies and native-speaker ideals, often disapproving of translanguaging. Resistant beliefs acknowledge translanguaging’s inevitability but view it as a reluctant, last-resort strategy accompanied by guilt, while transformative beliefs embrace translanguaging as a valuable pedagogical tool that scaffolds learning, fosters inclusivity, and affirms multilingual identities. The study highlights the tension between official monolingual policies and the lived translingual realities of educators and learners, emphasizing the need for professional development and policy reforms to support critical reflexivity and the integration of translanguaging strategies in TESOL education for socially just multilingual pedagogy in Qazaqstan.