The Averroesian Deliberative Pedagogy of Intercultural Education

Abdul-Jabbar, Wisam Kh.

doi:10.4324/9780367854133-7

Cited by 1 publication

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“…Resonating with the relevant literature, the findings suggest that the validation of learner input further enhanced engagement (Abdul-Jabbar & Yeung, 2023;Douglas et al, 2022) and led to more meaningful learning (Gay, 2018;Velasco & García, 2014) as well as increased autonomy (Hyland, 2018;Van Viegen & Russell, 2019), motivation (e.g., Anjomshoa & Sadighi, 2015;Flowerdew, 2016) and confidence levels (Douglas et al, 2022;Walková & Bradford, 2022). Drawing on IENs' existing background knowledge as an asset allowed for further focus and scaffolding of their L2 writing skills (e.g., Cenoz & Gorter, 2020) students were able to focus on the organization of ideas leading to coherent and persuasive arguments in the development of their voices and style in L2 writing (e.g., He, 2020;Uludag, 2021;Walková & Bradford, 2022).…”

Section: Findings and Discussionmentioning

confidence: 55%

From EAP to ESP

Yeung,

Mah

2024

TESL Canada

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English for Academic Purposes (EAP) and English for Specific Purposes (ESP) are language training pathways for students to meet target language proficiency requirements towards further tertiary studies (Keefe & Shi, 2017; Walková & Bradford, 2022). Yet, these can be highly debatable terms, controversial over their appropriate usage (Flowerdew, 2016; Li, 2020; Maleki, 2008; Mpofu & Maphalala, 2021; Wette, 2018). A main reason for this discord is a lack of firm definitions between these two constructs, which leads to vague and blurred boundaries. This article will describe the process where a small western Canadian university modified an existing EAP course consisting of broad reading and writing topics into an ESP one with a narrow culturally and medically themed focus towards internationally educated nurses (IENs). These modifications assisted in the identification of the similarities and differences of both EAP and ESP for the institution. The new ESP course, piloted over two terms was found to have strengthened student outcomes in their non-native target language, commonly known as L2 (Saville-Toike, 2012) while their disciplinary knowledge contributions also enriched the curriculum. Rooted within the debate between determining appropriate language pathways, recommendations to determine the suitability of an EAP versus an ESP course within a “negotiated syllabus” utilizing learner input are offered (Breen & Littlejohn, 2000; Prior, 2020).

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