ENGLISH MEDIUM INSTRUCTION POLICY AND PRACTICE IN THE MULTILINGUAL CONTEXT OF A PRIVATE UNIVERSITY IN KAZAKHSTAN

Abstract

The publication discusses the rise of English Medium Instruction (EMI) in 
higher education worldwide, driven by internationalization and neoliberal policies that 
prioritize English. Although EMI aims to enhance global competitiveness and attract international students, its implementation poses challenges, such as ideological biases favoring  English, limited resources, and equity issues. Stakeholders, including faculty and students, face difficulties due to insufficient consultation and support. The adoption of EMI is widespread, 
particularly in countries like Kazakhstan, where the government promotes trilingual education. However, there are concerns about linguistic diversity and inclusion, as English dominance may marginalize local languages. To address these issues, a more inclusive EMI policy is recommended, recognizing the role of local languages and stakeholders. Translanguaging and the multilingual turn are suggested as approaches to enhance EMI effectiveness by integrating learners' full linguistic repertoires. The study emphasizes the need for policies responsive to local contexts and the complex realities of educational settings.