Partnership with content teachers is sought after by EAP practitioners working in many contexts. However, such a partnership has not been a common phenomenon in EAP practice. In the Chinese context, the traditional institutional structure which maintained compartmentalization of disciplines did not encourage language-content dialogue. A review of the relevant (English-medium) literature would be timely as insights can be derived to inform the praxis in the Chinese context. For this purpose, in this review art…
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