Abstract
This study examines the integration of English-Medium Instruction (EMI) and translanguaging practices in STEM education within private secondary schools in Astana, Kazakhstan. Drawing on the TPACK framework, extended to include multilingual pedagogies, the study investigates how these strategies support student engagement and comprehension. Using a phenomenological approach, data were collected through interviews and observations with six teachers across four private schools in Astana. Findings reveal that translanguaging is commonly used to scaffold content and address language barriers, yet it remains informal and unsupported by policy. Technology is primarily used for content delivery and it is rarely aligned with multilingual teaching practices. The separation of these tools limits their potential to foster inclusive and effective learning. The study contributes a Multilingual TPACK framework and recommends professional development and policy changes to integrate translanguaging with digital tools in EMI-STEM contexts. These insights are critical as Kazakhstan expands multilingual education within secondary STEM subjects.