Tajik Ma 1

1. From colonial celebration to postcolonial performativity: ‘guilty multilingualism’ and ‘performative agency’ in the English Medium Instruction (EMI) context
2. From policy dumping to a participatory framework: re-envisioning the English medium instruction policy in Kazakhstan’s mainstream schools
3. Policy from below: STEM teachers’ response to EMI policy and policy-making in the mainstream schools in Kazakhstan
4. Gaps between policy aspirations and enactment: graduate students’ struggles with academic English amidst a turbulent transition to the EMI environment in Kazakhstani universities
5. Growing pains: graduate students grappling with English medium instruction in Kazakhstan
6. Navigating the potentials and barriers to EMI in the post-Soviet region: insights from Kazakhstani university students and instructors
7. STUDENTS’ STRUGGLES WITH EMI IN KAZAKHSTANI UNIVERSITIES
8. “I am a mixed person of Kazakh, Turkish and English”: Multilingual students’ identity in EMI universities in Kazakhstan
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