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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.
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.
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