Abstract
The research is devoted to the Ethnography of English Medium of Instruction policy and practice in the mul- tilingual context of a private university in Kazakhstan. The main aim of the study is to investigate language- in-education policy and practice at a private EMI university in Astana. The research consists of six sections. It includes the context of the study and the central issue, the rationale for this research where I explain why I decided to focus on the EMI policy and practice. The results provide sufficient evidence for other stakehold- ers such as policymakers to prioritize aligning EMI policy aims with institutional realities, considering the di- verse linguistic landscape. Specific areas that may be considered include comprehensive English proficiency assessments for students and faculty before enrolling in EMI programs, which could help evaluate prepared- ness and identify areas for improvement. To implement EMI effectively, institutions must establish robust support structures for both students and faculty. Faculty members should receive adequate training and re- sources to adapt to multilingual classrooms, incorporating local languages to enhance comprehension. En- hanced institutional support, such as reducing workloads and offering pedagogical assistance, will help teach- ers address challenges related to EMI.