Beyond English Medium Instruction: Kazakhstani University Graduates' Experiences with Language Use in Multilingual Workplaces

Abstract

As English-medium instruction (EMI) expands globally as a key strategy for internationalization and employability, it is often assumed that English proficiency alone ensures professional success. However, in multilingual contexts such as Kazakhstan, workplaces require the use of multiple languages, raising questions about how well EMI prepares graduates for these realities. Despite growing research on EMI and employability, limited attention has been paid to how graduates navigate English, Kazakh, and Russian in their professional lives. This study addresses this gap by exploring Kazakhstani EMI graduates’ experiences in multilingual workplaces, focusing on language use, the perceived value of each language, and the relationship between EMI education and workplace language demands. Guided by Bourdieu’s (1977) theory of practice, the study adopts a qualitative phenomenological design based on semi-structured interviews with 12 EMI graduates from diverse professional sectors. The findings show that EMI graduates operate within structured multilingual workplaces where language use is shaped by task, audience, and institutional hierarchy. Russian is primarily used for internal communication, Kazakh for official and state-related tasks, and English for research and international communication, while everyday interaction often involves translanguaging and code-switching. These patterns reflect the distinct value of each language: English as global professional capital, Kazakh as institutional legitimacy, and Russian as a pragmatic workplace language. While this multilingual repertoire is seen as a resource, it also creates additional demands. Although graduates feel prepared for English-mediated work, many face difficulties using Kazakh and Russian in formal and specialized contexts and rely on workplace-based strategies to adapt. The study suggests that EMI may not fully prepare graduates for multilingual professional environments, highlighting the need for more sustained, practice-oriented preparation for professional multilingual communication in higher education. It emphasizes the importance of recognizing multilingual communication as part of professional competence and aligning language policies with local labor market demands.