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Through a social practice lens, this paper explores graduate students’ and instructors’ academic writing practices at two English Medium Instruction (EMI) universities in Kazakhstan. Drawing on qualitative case study data, we analyse how institutional admission policies, pedagogical approaches, and linguistic transitions shape the lived experiences of students and faculty. Findings highlight that institutional practices often misrecognise students’ previous literacy experiences and frame writing challenges through a language deficit perspective. Instructors prioritise teaching decontextualised skills like citation and paraphrasing, while students struggle to navigate academic genres such as literature reviews and argumentative essays, particularly in transitioning from scientific disciplines to social sciences. We argue for moving beyond autonomous literacy models towards inclusive pedagogies that address disciplinary, cultural, and linguistic diversity. This study reinforces the need to critically reframe academic writing in Kazakhstani EMI universities to support equitable scholarly engagement and knowledge production.

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“I Steal Time from My Courses to Teach Academic Writing”: A Social Practices View of Academic Writing at Two Universities in Kazakhstan

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  • 发表日期：

    2025年

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  • Saltanat Zarykbay,
  • Michelle Bedeker

摘要

Through a social practice lens, this paper explores graduate students’ and instructors’ academic writing practices at two English Medium Instruction (EMI) universities in Kazakhstan. Drawing on qualitative case study data, we analyse how institutional admission policies, pedagogical approaches, and linguistic transitions shape the lived experiences of students and faculty. Findings highlight that institutional practices often misrecognise students’ previous literacy experiences and frame writing challenges through a language deficit perspective. Instructors prioritise teaching decontextualised skills like citation and paraphrasing, while students struggle to navigate academic genres such as literature reviews and argumentative essays, particularly in transitioning from scientific disciplines to social sciences. We argue for moving beyond autonomous literacy models towards inclusive pedagogies that address disciplinary, cultural, and linguistic diversity. This study reinforces the need to critically reframe academic writing in Kazakhstani EMI universities to support equitable scholarly engagement and knowledge production.