Reflective teaching is increasingly recognized as a key pedagogical approach in English Language Teaching (ELT), as it enables both teachers and students to critically analyze educational processes and outcomes. Unlike traditional teacher-centered methods, reflection encourages continuous self-evaluation, adaptation of methods, and active engagement in the learning process. In Kazakhstan, where state educational policy promotes multilingualism and requires the simultaneous learning of Kazakh, Russian, English, and sometimes additional foreign languages, the role of reflection becomes particularly significant. This article examines reflective teaching as a pedagogical tool within the Kazakhstani multilingual context, considering its theoretical foundations and practical applications. The works of Dewey, Schön, and Kolb are presented as the main theoretical basis, while research by Kazakhstani scholars illustrates how reflection supports both students and teachers. For students, reflective practices contribute to the development of metacognitive awareness, learner autonomy, and critical thinking skills. For teachers, reflection enhances professional growth, helps adapt methods to diverse learners, and bridges the gap between theory and practice. The article argues that systematic integration of reflective teaching into ELT can improve the quality of multilingual education in Kazakhstan, increase student motivation, and provide a solid foundation for the long-term professional development of educators.