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<p>This paper aimed to investigate instructors’ perspectives and experiences of instructional challenges at English-medium instruction (EMI) universities in Kazakhstan. Data were collected through semi-structured interviews and focus-group discussions with instructors from eight purposefully selected EMI universities across five main cities. The data analysis revealed three major trends in instructors’ beliefs and practices: openness to strategic use of all available languages, reluctant multilingualism, and outright rejection of translanguaging. Given the complexities of language education, especially in EMI contexts, the study underscores the need for open and candid discussions about EMI policies, not only in Kazakhstan but also in other countries facing similar linguistic challenges. It calls for the development of clear, consistent, and contextually appropriate policy guidelines to inform administrators, trainers, and instructors involved in EMI programs. Such policies should acknowledge the intricacies of language in education, reflect local linguistic realities, and align with current academic trends and debates in English teaching, applied linguistics, and multilingual education globally. The study argues that the ambitious goals of Kazakhstan’s trilingual education policy, as well as similar initiatives in other countries, cannot be realized without careful planning, systematic implementation, and robust support mechanisms for EMI instructors. Ultimately, it advocates for more inclusive, equitable, and context-sensitive policies and practices to address the language-related dilemmas and challenges in education worldwide.</p>

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From reluctant multilingualism to strategic translanguaging: instructors’ languaging practices and dilemmas in EMI universities in Kazakhstan

  • 期刊论文

  • 发表日期：

    2026年6月3日

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  • Mir Afzal Tajik,
  • Syed Abdul Manan,
  • Duishonkul Shamatov,
  • Moldir Ablayeva,
  • Maganat Shegebayev,
  • Malika Zheldybayeva

摘要

This paper aimed to investigate instructors’ perspectives and experiences of instructional challenges at English-medium instruction (EMI) universities in Kazakhstan. Data were collected through semi-structured interviews and focus-group discussions with instructors from eight purposefully selected EMI universities across five main cities. The data analysis revealed three major trends in instructors’ beliefs and practices: openness to strategic use of all available languages, reluctant multilingualism, and outright rejection of translanguaging. Given the complexities of language education, especially in EMI contexts, the study underscores the need for open and candid discussions about EMI policies, not only in Kazakhstan but also in other countries facing similar linguistic challenges. It calls for the development of clear, consistent, and contextually appropriate policy guidelines to inform administrators, trainers, and instructors involved in EMI programs. Such policies should acknowledge the intricacies of language in education, reflect local linguistic realities, and align with current academic trends and debates in English teaching, applied linguistics, and multilingual education globally. The study argues that the ambitious goals of Kazakhstan’s trilingual education policy, as well as similar initiatives in other countries, cannot be realized without careful planning, systematic implementation, and robust support mechanisms for EMI instructors. Ultimately, it advocates for more inclusive, equitable, and context-sensitive policies and practices to address the language-related dilemmas and challenges in education worldwide.