Gaps between policy aspirations and enactment: graduate students’ struggles with academic English amidst a turbulent transition to the EMI environment in Kazakhstani universities

References

• Agbo, S. A., & Pak, N. (2017). Globalization and educational reform in Kazakhstan: English as the language of instruction in graduate programs. International Journal of Educational Reform, 26(1), 14–43. https://doi.org/10.1177/105678791702600102
   Google Scholar
• Agbo, S. A., Pak, N., Akbarov, A., Madiyeva, G., & Saurykov, Y. (2022). Global competitiveness myths and ideals: English language policy in universities in Kazakhstan. International Journalof Educational Reform, 10567879221137572. https://doi.org/10.1177/10567879221137572
   Google Scholar
• Ahn, E. S., & Smagulova, J. (2022). English language choices in Kazakhstan and Kyrgyzstan. World Englishes, 41(1), 9–23. https://doi.org/10.1111/weng.12552
   Web of Science ®Google Scholar
• Al Zumor, A. Q. (2019). Challenges of using EMI in teaching and learning of university scientific disciplines: Student voice. International Journal of Social Sciences & Educational Studies, 5(3), 1. https://doi.org/10.23918/ijsses.v5i3p1
   Google Scholar
• Baldauf, R. B., & Liddicoat, A. J. (2008). Language planning and policy: Language planning in local contexts. Multilingual Matters.
   Google Scholar
• Bradford, A. (2016). Toward a typology of implementation challenges facing English-medium instruction in higher education: Evidence from Japan. Journal of Studies in International Education, 20(4), 339–356. https://doi.org/10.1177/1028315316647165
   Web of Science ®Google Scholar
• Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
   Google Scholar
• Cenoz, J., & Gorter, D. (2022a). Pedagogical translanguaging and its application to language classes. RELC Journal, 53(2), 342–354. https://doi.org/10.1177/00336882221082751
   Web of Science ®Google Scholar
• Cenoz, J., & Gorter, D. (2022b). Pedagogical translanguaging in content and language integrated learning. Journal of Multilingual Theories and Practices, 3(1), 7–26–27–26. https://doi.org/10.1558/jmtp.21812
   Google Scholar
• Choi, L. J. (2021). English as an important but unfair resource: University students’ perception of English and English language education in South Korea. Teaching in Higher Education, 1–15. https://doi.org/10.1080/13562517.2021.1965572
   Web of Science ®Google Scholar
• Creswell, J. W. (2014). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (3rd ed.). Pearson Merrill Prentice Hall.
   Google Scholar
• Creswell, J. W. (2021). A concise introduction to mixed methods research. Thousand Oaks.
   Google Scholar
• Dearden, J. (2015). English as a medium of instruction-a growing global phenomenon. British Council.
   Google Scholar
• Eusafzai, H. A. K. (2022). Students’ transitions through English medium instruction environment: A Kyrgyz case. Frontiers in Education, 7, 858513. https://doi.org/10.3389/feduc.2022.858513
   Google Scholar
• Galloway, N., & Rose, H. (2021). English medium instruction and the English language practitioner. ELT Journal, 75(1), 33–41. https://doi.org/10.1093/elt/ccaa063
   Web of Science ®Google Scholar
• García, O. (2017). Critical multilingual language awareness and teacher education. In J. Cenoz, D. Gorter, & S. May (Eds.), Language awareness and multilingualism (pp. 263–280). Springer International Publishing.
   Google Scholar
• García, O., & Lin, A. M. Y. (2017). Translanguaging in bilingual education. In O. García, A. M. Y. Lin, & S. May (Eds.), Bilingual and multilingual education (pp. 117–130). Springer International Publishing.
   Google Scholar
• Gill, S. K. (2004). Medium of instruction policy in higher education in Malaysia: Nationalism versus internationalization. In A. B. M. T. James & W. Tollefson (Eds.), Medium of instruction policies: Which agenda? Whose agenda? (pp. 135–152). L. Erlbaum.
   Google Scholar
• Halcomb, E., Massey, D., & Gunowa, N. O. (2023). Mixed methods research. In D. Jackson, E. Halcomb, & H. Wathall (Eds.), Navigating the maze of research: Enhancing nursing and midwifery practices-6th Ed (pp. 125–137). Elsevier.
   Google Scholar
• Hamid, M. O., & Nguyen, H. T. M. (2016). Globalization, English language policy, and teacher agency: Focus on Asia. International Education Journal: Comparative Perspectives, 15(1), 26–43.
   Google Scholar
• Hamid, O. M., Nguyen, H. M., & Baldauf, R B. (2013). Medium of instruction in Asia: context, processes, and outcomes. Current Issues in Language Planning, 14(1), 1–15. doi.10.1080/14664208.2013.792130.
   Google Scholar
• Hornberger, N. H. (2020). Reflect, revisit, reimagine: Ethnography of language policy and planning. Annual Review of Applied Linguistics, 40, 119–127. https://doi.org/10.1017/S026719052000001X
   Web of Science ®Google Scholar
• Hornberger, N. H., & Johnson, D. C. (2007). Slicing the onion ethnographically: Layers and spaces in multilingual language education policy and practice. TESOL Quarterly, 41(3), 509–532. https://doi.org/10.1002/j.1545-7249.2007.tb00083.x
   Web of Science ®Google Scholar
• Huang, H., & Curle, S. (2021). Higher education medium of instruction and career prospects: An exploration of current and graduated Chinese students’ perceptions. Journal of Education and Work, 34(3), 331–343. https://doi.org/10.1080/13639080.2021.1922617
   Web of Science ®Google Scholar
• Hult, F. M., & Johnson, D. C. (Eds.). (2015). Research methods in language policy and planning: A practical guide. Wiley-Blackwell.
   Google Scholar
• Joe, Y., & Lee, H.-K. (2013). Does English-medium instruction benefit students in EFL contexts? A case study of medical students in Korea. The Asia-Pacific Education Researcher, 22(2), 201–207. https://doi.org/10.1007/s40299-012-0003-7
   Web of Science ®Google Scholar
• Johnson, D. C. (2013). Language policy. Macmillan.
   Google Scholar
• Johnson, D. C. (2018). Research methods in language policy and planning. In J. W. Tollefson & M. Pérez-Milans (Eds.), The Oxford handbook of language policy and planning (pp. 51–70). Oxford University Press.
   Google Scholar
• Johnson, D. C., & Freeman, R. (2010). Appropriating language policy on the local level: Working the spaces for bilingual education. In K. Menken & O. Garcia (Eds.), Negotiating language policies in schools: Educators as policymaker (pp. 27–45). Taylor & Francis.
   Google Scholar
• Kamaşak, R., Sahan, K., & Rose, H. (2021). Academic language-related challenges at an English-medium university. Journal of English for Academic Purposes, 49, 100945. https://doi.org/10.1016/j.jeap.2020.100945
   Web of Science ®Google Scholar
• Kaplan, R. B., Baldauf, R. B., & Kamwangamalu, N. (2013). Why educational language plans sometimes fail. Current Issues in Language Planning, 12(2), 105–124. https://doi.org/10.1080/14664208.2011.591716
   Google Scholar
• Karabassova, L. (2020). Understanding trilingual education reform in Kazakhstan: Why is it stalled? In D. Egéa (Ed.), Education in Central Asia: A kaleidoscope of challenges and opportunities (pp. 37–51). Springer. https://doi.org/10.1007/978-3-030-50127-3_3
   Google Scholar
• Karabassova, L. (2021). English-medium education reform in Kazakhstan: Comparative study of educational change across two contexts in one country. Current Issues in Language Planning, 22(5), 553–573. https://doi.org/10.1080/14664208.2021.1884436
   Web of Science ®Google Scholar
• Kerimkulova, S., Goodman, B., & Aitzhanova, K. (2023). EMI in higher education in Kazakhstan: Policy supports and challenges. In P. K. Sah & F. Fang (Eds.), Policies, politics, and ideologies of English-medium instruction in Asian universities (pp. 15–32). Routledge.
   Google Scholar
• Kirkpatrick, A. (2012). English as an international language in Asia: Implications for language education. In A. Kirkpatrick & R. Sussex (Eds.), English as an international language in Asia: Implications for language education (pp. 29–44). Springer.
   Google Scholar
• Kirkpatrick, A., & Liddicoat, A. J. (2019). Language education policy in Asia: An overview. In A. Kirkpatrick & A. J. Liddicoat (Eds.), The Routledge international handbook of language education policy in Asia (pp. 3–14). Springer.
   Google Scholar
• Kirkpatrick, R., & Bui, T. T. N. (2016). Introduction: The challenges for English education policies in Asia. In R. Kirkpatrick (Ed.), English language education policy in Asia (Vol. 11, pp. 1–24). Springer International Publishing.
   Google Scholar
• Macaro, E. (2018). English medium instruction. Oxford University Press.
   Google Scholar
• Manan, S. A. (2021). ‘English is like a credit card’: The workings of neoliberal governmentality in English learning in Pakistan. Journal of Multilingual and Multicultural Development, 1–17. doi:10.1080/01434632.2021.1931251
   Google Scholar
• Manan, S. A., Channa, L. A., & Haidar, S. (2022). Celebratory or guilty multilingualism? English medium instruction challenges, pedagogical choices, and teacher agency in Pakistan. Teaching in Higher Education, 27(4), 530–545. doi:10.1080/13562517.2022.2045932
   Web of Science ®Google Scholar
• Manan, S. A., & David, M. K. (2021). Deprescriptivising folk theories: Critical multilingual language awareness for educators in Pakistan. The Language Learning Journal, 49(6), 668–685. doi:10.1080/09571736.2019.1657487
   Web of Science ®Google Scholar
• Manan, S. A., Mukhamediyeva, S., Kairatova, S., Tajik, M. A., & Hajar, A. (2023). Policy from below: STEM teachers’ response to EMI policy and policy-making in the mainstream schools in Kazakhstan. Current Issues in Language Planning, 1–21. doi:10.1080/14664208.2023.2243170
   Web of Science ®Google Scholar
• McCarty, T. L. (2011). Ethnography and language policy. Routledge.
   Google Scholar
• Menken, K., & Garcia, O. (2010a). Introduction. In K. Menken & O. Garcia (Eds.), Negotiating language policies in schools: Educators as policymaker (pp. 1–10). Taylor & Francis.
   Google Scholar
• Menken, K., & Garcia, O. (2010b). Stirring the onion: Educators and the dynamics of language education policies (Looking Ahead). In K. Menken & O. Garcia (Eds.), Negotiating language policies in schools: Educators as policymaker (pp. 249–261). Taylor & Francis.
   Google Scholar
• Sah, P. K. (2022). A research agenda for English-medium instruction: Conversations with scholars at the research fronts. Journal of English-Medium Instruction, 1(1), 124–136. https://doi.org/10.1075/jemi.21022.sah
   Google Scholar
• Sah, P. K., & Fang, F. (2023a). Introduction: Toward critical English-medium instruction in multilingual universities. In P. K. Sah & F. Fang (Eds.), Policies, politics, and ideologies of English-medium instruction in Asian universities (pp. 1–12). Routledge.
   Google Scholar
• Sah, P. K., & Fang, F. (2023b). Policies, politics, and ideologies of English medium instruction in Asian universities: Unsettling critical edges. Routledge.
   Google Scholar
• Sah, P. K., & Li, G. (2018). English medium instruction (EMI) as linguistic capital in Nepal: Promises and realities. International Multilingual Research Journal, 12(2), 109–123. https://doi.org/10.1080/19313152.2017.1401448
   Web of Science ®Google Scholar
• Shimauchi, S. (2018). English-medium instruction in the internationalization of higher education in Japan: Rationales and issues. Educational Studies in Japan, 12(0), 77–90. https://doi.org/10.7571/esjkyoiku.12.77
   Google Scholar
• Singh, M. K. M. (2019). Academic Reading and writing challenges among international EFL master’s students in a Malaysian university: The voice of lecturers. Journal of International Students, 9(4), 972–992. https://doi.org/10.32674/jis.v9i3.934
   Web of Science ®Google Scholar
• Spolsky, B. (2009). Language management. Cambridge University Press.
   Google Scholar
• Tajik, M. A., Manan, S. A., Arvatu, A.-C., & Shegebayev, M. (2022). Growing pains: Graduate students grappling with English medium instruction in Kazakhstan. Asian Englishes, 1–19. doi:10.1080/13488678.2022.2119970
   Web of Science ®Google Scholar
• Tajik, M. A., Namyssova, G., Shamatov, D., Manan, S. A., Zhunussova, G., & Antwi, S. K. (2023). Navigating the potentials and barriers to EMI in the post-Soviet region: Insights from Kazakhstani university students and instructors. International Journal of Multilingualism. doi:10.1080/14790718.2023.2265428
   Web of Science ®Google Scholar
• Tollefson, J. W. (2013). Language policy in a time of crisis and transformation. In J. W. Tollefson (Ed.), Language policies in education: Critical issues (2nd ed., pp. 11–34). Routledge.
   Google Scholar
• Yeo, M. A., & Newton, J. M. (2021). Inclusive transnational education partnerships: A case study of a master of arts in TESOL program. RELC Journal, 52(2), 287–306. https://doi.org/10.1177/00336882211011275
   Web of Science ®Google Scholar
• Yessenbekova, K. (2023). English as a medium of instruction in Kazakhstani higher education: A case study. Current Issues in Language Planning, 24(2), 141–159. https://doi.org/10.1080/14664208.2022.2043064
   Web of Science ®Google Scholar
• Zhetpisbayeva, B. A., & Shelestova, T. Y. (2015). Difficulties of implementation of primary English education in the Republic of Kazakhstan: Language teachers’ views. Review of European Studies., 7(12), 13. https://doi.org/10.5539/res.v7n12p13
   Google Scholar