Kyrgyz Permanent Mission Item 5 Madame Chair, Kyrgyzstan is a multinational state in which representatives of more than 100 different ethnicities live. According to the Constitution of the KR, the state language in the Kyrgyz Republic is the Kyrgyz language, while the official language is Russian. The Kyrgyz Republic guarantees representatives of all ethnicities that make up the people of Kyrgyzstan the right to preserve their native language, and the development of the conditions needed to study and develop one’s native language. Thus, Kyrgyzstan belongs to the list of countries where bilingualism and legislative protection of linguistic diversity are officially established. In recent years, Kyrgyzstan has carried out step-by-step work to promote the state policy of developing linguistic diversity in the country. Thus, with the support of the OSCE HCNM, a number of seminars were held and models were developed for introducing bilingual (multi-lingual) education in Kyrgyzstan. A Coordinating Committee on the development of poly-cultural and multi-lingual education, headed by the Ministry of Education and Science of the KR, was established. Since 2014, the intensive process of introducing the program “Multi-lingual and poly-cultural education” in Kyrgyzstan has been ongoing, the main goal of which is to provide opportunities to receive education in one’s native language, while gaining proficiency in the state language and official language, as well as in one additional language. In order to support multilingual programs in schools and universities, a guide for designing and implementing multilingual programs in Kyrgyz, Russian, and Uzbek was developed and replicated. To support multilingual education, a trilingual dictionaries in Kyr-Rus-Uzb and Kyr-Rus-Taj were also developed. Currently, more than 80 schools, 45 kindergartens, and 5 pedagogical universities are participating in the pilot projects for the multilingual education program in Kyrgyzstan. In these pilot schools (1533 people), an elective course was organized on the state and official languages in graduating classes of schools with Uzbek and Tajik languages of instruction. In addition, in order to improve the quality of mother-tongue instruction in schools with Uzbek and Tajik languages of instruction, a short-term training course was held to improve the qualifications of teachers from schools in the southern regions of the country in relation to developing ideas about the role of the mother tongue in multilingual education and skills for using communicative approaches to mother-tongue education. In addition, with the assistance of the OSCE HCNM, support was given to expand multilingual education programs in pre-school organizations. In 5 pilot universities, implementing multilingual education programs (Arabaev Kyrgyz State University and in four other universities in the southern regions of Kyrgyzstan) work was carried out to directly prepare teaching staff for testing training programs for teachers of multilingual education programs. Thus, Kyrgyzstan is taking measures step-by-step to develop the conditions necessary for each citizen of the country to preserve and study their native language and to preserve diversity in society.