This article explores the development of a model for implementing the translanguaging method in teaching Kazakh as a second language. The effectiveness of the translanguaging approach, its potential drawbacks, and possible solutions are thoroughly analyzed, leading to the proposal of a structured model for second-language acquisition through translanguaging. Based on the experience of teaching Kazakh to Turkmen students, the study examines different stages of translanguaging-based instruction, which are grounded in key principles such as holistic communication, a dynamic linguistic environment, code-switching and multilingualism, as well as cognitive and social development. Furthermore, the article outlines the phases of the proposed translanguaging model and their role in the educational process. The model consists of four main stages: the preparatory stage, interactive learning, practical application, and the assessment and feedback stage. The pedagogical strategies and methods employed at each stage of translanguaging-based instruction contribute to the effective acquisition of the target language. For successful implementation, instructors must not only comprehend the essence of translanguaging but also possess proficiency in additional languages. The findings of this study can serve as a theoretical foundation for linguists and educators, not only in teaching Kazakh but also in applying the translanguaging approach to other languages. The research was conducted within the framework of the project AP23487324, "Teaching the Kazakh Language to Turkic-Speaking Students in a Translanguaging Aspect Based on Digital Technologies," funded by the Committee of Science and Higher Education of the Republic of Kazakhstan for 2024–2026.
транслингвирование, модель обучения, многоязычие, переключение кода, второй язык