Abstract
This paper explores whether the concepts of English for Academic Purposes (EAP) and English as a Medium of Instruction (EMI) apply to multilingual university contexts, focusing on the trilingual Free University of BozenBolzano. Utilising a combined methodology including semi-structured interviews, focus groups, thematic analysis, and reflective analysis, we explore two distinct aspects: first, we delve into tutors’ perceptions of students’ strengths and weaknesses in academic writing across the three languages; second, we examine students’ conceptions of academic writing and their lived experiences with it. The findings challenge the conventional understanding of EAP, revealing its limitations in multilingual settings. Both students and lecturers express the need for an inclusive model that sets standards while respecting local values. The research advocates for a balanced approach that supports the transition from local to international academic writing standards in English. These insights have implications not only for the Free University of Bozen-Bolzano, but also for other multilingual institutions.