INVESTIGATING ENGLISH MEDIUM INSTRUCTION PROVISION IN A KAZAKHSTANI UNIVERSITY: THE IDEALS AND REALITIES OF EMI LEARNING

As one of the many non-Anglophone countries where English is taught as a foreign language, Kazakhstan is actively involved in the processes aimed at internationalising higher education. One way to achieve this is by increasing the number of English-taught courses, i.e. introducing English Medium Instruction (EMI) for non-linguistic courses. However, there are concerns about how effectively this process is provided in practice and how students and teachers themselves perceive it. This research paper explores some aspects of EMI provision in one private Kazakhstani university, examining the alignment and differences between the theoretical ideals and practical realities of EMI. Specifically, it aims to examine the students' and teachers’ perceptions of EMI provision in terms of reasons of EMI choice, English proficiency, translanguaging, and personal concerns. Through this investigation, the paper sheds light on the challenges and opportunities faced by both instructors and students in navigating EMI provision within the context of higher education in Kazakhstan. The online survey among 176 students and 31 teachers, analysed in a quantitative way, reveals some discrepancies between teachers’ and students’ perceptions regarding EMI reasons, language competence and translanguaging practices. This indicates the need for revising and clarifying existing institutional and national policies regarding EMI provision taking into consideration the voiced challenges on the part of the teachers and students.