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  • 8 - “I Just Opened My Heart”

  • from Part II - Identity and Educational Justice
  • Edited by Seyyed-Abdolhamid Mirhosseini, University of Hong Kong, Peter I. De Costa, Michigan State University
  • Book:
    Critical English Medium Instruction in Higher Education
    Published online:
    31 January 2025
    Print publication:
    06 February 2025, pp 126-145

  • Summary

    This chapter reports on a qualitative study of one higher education teacher at a rural technical university in Kazakhstan, where English Medium Instruction (EMI) presents formidable challenges for educators. Drawing upon Gee's discourse analysis tools and Darvin and Norton's investment model, this study illuminates the interplay between affordances, social positionings, and values within EMI contexts. Critical discourse analysis was used to investigate issues of language, ideology, and power that emerged from one hour-long semi-structured interview with Samal, an experienced sociology professor. Our conversations both highlight and challenge dominant discourses in EMI contexts related to economic mobility, internationalization, and native speaker ideologies. Special attention is given to the interviewer–interviewee relationship as both collaboratively shape the interview's focus and social roles, demonstrating the mutual influence of language use in constructing discourse.