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.
Recenzijos
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 * The volume is an inspiration for both EAP researchers and practitioners. It is truly international and showcases the growing breadth of EMI contexts across the globe. * ESP Today: Journal of English for Specific Purposes at Tertiary Level * The greatest strength of this volume is its systematic analysis of EAP pedagogy in each chapter across a wide range of geographic and socio-economic contexts. * Asian Journal of English Language Teaching * 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 *
Daugiau informacijos
Showcases the research-informed work of the EAP practitioner, highlighting links between theory, research and practice in language teaching, and providing a much-needed focus on pedagogy.
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, Marķlia Mendes Ferreira, Universidade de Sćo
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 Xian
(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 Brķan
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.
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