Abstract This paper investigates socialization to genre knowledge in a university in Kazakhstan, a former Soviet republic where the Russian language remains prevalent while Kazakh is still being revitalized and elaborated for academic purposes. The authors conducted a survey of postgraduate students (n = 53) and alumni (n = 57) along with focus groups (n = 26) in a single discipline in order to identify the self-reported extent of genre knowledge development, and processes of development and application, in English, Kazakh, and Russian. Quantitative data show students have slightly higher genre knowledge in Russian than English or Kazakh, but alumni often see English genre knowledge as more important than Russian or Kazakh in their workplaces. Qualitative data show that socialization to English genre knowledge was so successful, at times respondents underwent a process of reverse socialization of practices from English to Russian or Kazakh. In other instances, respondents directly applied skills learned in English to both Kazakh and Russian in ways that suggested they were socializing Russian- and Kazakh-speaking peers to new practices. The results suggest an ecological approach to teaching and learning English for Academic Purposes is recommended to ensure students in multilingual contexts are able to develop and negotiate communication skills among multiple languages.

中文翻译：

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“现在我总是试图坚持这一点”：哈萨克斯坦一所英语中等大学的流派知识的社会化

摘要 本文调查了哈萨克斯坦一所大学中体裁知识的社会化，这是一个前苏联共和国，俄语仍然盛行，而哈萨克语仍在为学术目的而被振兴和阐述。作者对单个学科的研究生 (n = 53) 和校友 (n = 57) 以及焦点小组 (n = 26) 进行了调查，以确定自我报告的体裁知识发展程度，以及开发和应用，英语、哈萨克语和俄语。定量数据显示，学生的俄语体裁知识略高于英语或哈萨克语，但校友们往往认为英语体裁知识在他们的工作场所中比俄语或哈萨克语更重要。定性数据表明，英语体裁知识的社会化是如此成功，有时，受访者经历了从英语到俄语或哈萨克语的反向社会化过程。在其他情况下，受访者直接将用英语学习的技能应用到哈萨克语和俄语中，这表明他们正在让讲俄语和哈萨克语的同龄人接受新的实践。结果表明，建议采用生态的学术英语教学和学习方法，以确保多语言环境中的学生能够发展和协商多种语言之间的沟通技巧。