Kazakhstan’s adoption of English Medium Instruction (EMI) reflects its ambition to internationalise higher education. However, this shift often marginalises students’ linguistic and cultural resources, particularly in academic writing. This chapter critically examines a postgraduate English for Academic Purposes (EAP) writing course at a flagship Kazakhstani EMI university through the lens of literacy as a social practice (LSP). The study employs qualitative methods to evaluate key course design features, including needs analysis, syllabus structure, pedagogy, and assessment practices. Findings reveal a deficit-oriented, product-focused approach prioritising linguistic accuracy over identity negotiation and critical engagement, limiting students’ ability to navigate academic norms in a trilingual context. The chapter proposes reforms, including flexible syllabi, collaborative pedagogies, and multilingual practices to create a more inclusive academic writing curriculum. These changes aim to support students’ academic success while balancing global academic expectations with their local cultural and linguistic realities.