INSTITUTIONAL AND PEDAGOGICAL CHALLENGES IN IMPLEMENTING ENGLISH-MEDIUM INSTRUCTION IN KAZAKHSTANI HIGHER EDUCATION

Abstract

This article explores key challenges associated with implementation of EMI in Kazakhstani universities. While EMI has gained institutional support and is seen as a tool for internationalization, its real-life application reveals persistent barriers. Drawing on empirical data collected at five universities, the paper highlights issues such as limited language proficiency, insufficient academic preparation, lack of pedagogical support, and tension between policy ambitions and actual classroom realities. The findings show that many instructors feel unprepared to teach in English and often lack adequate training or methodological resources. Students report difficulties in understanding subject content and participating in academic discussions. These obstacles reduce  effectiveness of EMI and undermine its intended goals. The authors argue that more flexible institutional strategies, focused teacher development programs, and student-centered planning are needed to adapt EMI practices to local educational needs. Practical recommendations are offered to help bridge gap between global aspirations and national realities.