As the delivery of English for Academic Purposes (EAP) continues to expand internationally, so too must the literature available to support teaching. This volume showcases some of the research-informed work in this exciting and complex field, providing insights into EAP pedagogies employed in a diverse range of contexts. Drawing on the work of practitioners and practitioner-researchers, it responds to the repeated calls for a firmer link between theory, research and practice in language teaching, and provides a much-needed focus on pedagogy.
From contexts where English is the principal dominant societal language or one of several official languages, to those where English-medium instruction (EMI) is common in higher education as an additional language for students and faculty, the chapters explore a range of geographical contexts, including Brazil, Canada, China, Norway, South Africa, Turkey,
the UAE, the UK and the USA. Diversity is also represented in the range of types of EAP provision featured in this volume. Contributions focus on EAP for undergraduate and postgraduate students, from lower to advanced proficiency levels, before and during degree study, and in English for both general and specific academic purposes teaching, with discussion of consequences for on-going teacher education. Pedagogic responses and innovations to these varied contexts and needs are illustrated in the range of contributions, which provide insights into current practices in EAP globally.
Lists of Figures List of Tables Notes on Contributors Series Editors’ Foreword Foreword, Ursula Wingate (Kings College London, UK) Introduction 1. Embracing Critical Multicultural Education through Research-Informed Practice in EAP Teaching, John McGaughey (University of Toronto, Canada) and Heejin Song (York University, Canada) 2. Addressing Literacy Brokering in the EAP Classroom, Nina Conrad (University of Arizona, USA) 3. Moving from Form to Function: Leveraging SFL Metalanguage to Illuminate Features and Functions of Texts in First Year University EAP, Jennifer Walsh Marr (University of British Columbia, Canada) 4. EAP Pedagogies for Doctoral Students in Professional Fields, Kristin Solli and Tom Muir (Oslo Metropolitan University, Norway) 5. Using Developmental Teaching to Promote Critical EAP in an Academic Writing Course in English, Marília Mendes Ferreira, Universidade de São Paulo, Brazil 6. Teaching English for Academic Purposes in teacher education: examples from South Africa, Nhlanhla Mpofu (Rhodes University, South Africa) and Mncedisi C Maphalala (North West University, South Africa) 7. Pedagogical Approaches in EGAP Coupled with CBI in an EMI Context, Tijen Aksit and Necmi Aksit (Bilkent University, Turkey) 8. Academic Teachers’ Perceptions of Content and Language Integrated Learning (CLIL) Programme with EAP teachers, Xiucai Lu and Bin Zou Xi’an (Jiaotong-Liverpool University, China) 9. ESAP-in-EGAP: Implementing Sydney School Genre Pedagogy in Gulf HE, Tony Myers, Jaime Buchanan, Jesse Balanyk and Timothy Nicoll (Zayed University, United Arab Emirates) 10. EAP Teachers Working in, with and through the Creative Arts: An Exploration, Clare Carr (Durham University, UK), Clare Maxwell (University of Leeds, UK), Anna Rolinska (Glasgow School of Art, UK) and Jennifer Sizer (University of Portsmouth, UK) 11. Integrating a signature pedagogy into a pre-sessional: Impact on pedagogy in ESAP, Carole MacDiarmid, Anneli Williams, Kat Irwin and Brían Doonan (University of Glasgow, UK) Afterword Index
Carole MacDiarmid is Senior Lecturer and EAP Manager (Teacher Development) in English for Academic Study (EAS) at the University of Glasgow, UK. Jennifer J. MacDonald is Director of English Language Studies and University Access at Dalhousie University, Canada.
Reviews for Pedagogies in English for Academic Purposes: Teaching and Learning in International Contexts
An inspiring collection of tantalising glimpses into diverse EAP contexts, this book makes visible the ongoing development of practitioners as they purposefully engage with literature and research to inform the pedagogical choices they make at lesson, course and programme levels. I found something transferable in each chapter. --Maxine Gillway, Director of the Centre for Academic Language and Development, University of Bristol, UK Pedagogies in English for Academic Purposes offers invaluable and original insights into the classrooms of EAP practitioners around the world. The focus on the work of real teachers meeting the challenges of teaching EAP in a wide range of general and specific contexts makes this book essential reading for educators and researchers. --Nigel Caplan, Associate Professor of English as a Second Language, University of Delaware, USA This volume shows, through a series of case studies, the breadth of EAP approaches and contexts in which they unfold. The cases will be valuable to teachers not only for their well thought out pedagogical approaches, but also as excellent models of reflective practice in EAP. --Diane Pecorari, Professor of English, City University of Hong Kong, Hong Kong EAP practitioners will find an abundance of practical ideas for lesson and course design which are well-contextualised and with detailed rationales. This is especially useful for areas which are ill-served (or ignored?) in much current published EAP course materials. --The Language Scholar
