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A hands-on guide for practitioners, this book prepares instructors
to teach in-sessional English for Academic Purposes (ISEAP) higher
education courses. As university cohorts become more diverse, there
is demand for in-sessional EAP courses not only to support
international students, but also increasingly as a provision for
all students. This informative resource explores the varying
formats of ISEAP courses and how they are embedded within and
alongside students’ degree programmes in the United Kingdom and
beyond. In accessible chapters, authors Neil Adam Tibbetts and
Timothy Chapman present illuminating findings drawn from interviews
conducted with experts in the field and highlight the challenges
that students and practitioners face. Avoiding prescriptive
recommendations, Tibbetts and Chapman address different models and
contexts of ISEAP courses at the university level and offer
guidance and tools for practice. Covering key topics such as
pedagogies, logistical challenges, and the wider university
context, this book not only provides a roadmap to the often
ill-defined but essential domain of ISEAP but also provokes
questions and ideas for further reflection, guiding the reader
towards a deeper understanding of their role and development in
context. Engaging and inviting, Tibbetts and Chapman’s helpful
text is a necessary resource for teachers to design and lead
successful ISEAP courses.
A hands-on guide for practitioners, this book prepares instructors
to teach in-sessional English for Academic Purposes (ISEAP) higher
education courses. As university cohorts become more diverse, there
is demand for in-sessional EAP courses not only to support
international students, but also increasingly as a provision for
all students. This informative resource explores the varying
formats of ISEAP courses and how they are embedded within and
alongside students’ degree programmes in the United Kingdom and
beyond. In accessible chapters, authors Neil Adam Tibbetts and
Timothy Chapman present illuminating findings drawn from interviews
conducted with experts in the field and highlight the challenges
that students and practitioners face. Avoiding prescriptive
recommendations, Tibbetts and Chapman address different models and
contexts of ISEAP courses at the university level and offer
guidance and tools for practice. Covering key topics such as
pedagogies, logistical challenges, and the wider university
context, this book not only provides a roadmap to the often
ill-defined but essential domain of ISEAP but also provokes
questions and ideas for further reflection, guiding the reader
towards a deeper understanding of their role and development in
context. Engaging and inviting, Tibbetts and Chapman’s helpful
text is a necessary resource for teachers to design and lead
successful ISEAP courses.
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