The English for Academic Purposes Practitioner

Ding, Alexander; Bruce, Ian

doi:10.1007/978-3-319-59737-9

Cited by 54 publications

(72 citation statements)

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“…Hyland (2003) pointed out that the genre-based pedagogies address the deficit of the process approach, which is encouraging individualism for the authors and the writing process itself, by providing students with overt and orderly accounts of the functions of language in realistic social contexts. The chosen criteria for defining any text determine its functions and, subsequently, its method of acquisition or mastery, for genre theory is divergent and multifaceted that it has been the most influential in the field of EAP (Ding, & Bruce, 2017). For the past 30 years, genre analysis has been a very influential tool in teaching academic and professional genres in the ESP field (Bhatia, was part of the ESP field (Paltridge, 2007).…”

Section: Models Of and Approaches To Teaching Academic Writingmentioning

confidence: 99%

Approaches to English for Academic Purposes for Non-native Speakers of English

Bakry

2021

Cairo Studies in English

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The role of English is recognized in many countries officially and unofficially, in everyday life and professional contexts. In 2003, David Crystal numbered a variety of historical, political, commercial, cultural, and technological factors for why English is considered a global language. This widespread use of English has been demonstrated by Kachru (1985) who classified its speakers into belonging to one of three main circles: The Inner Circle, the Outer Circle, and the Expanding Circle. The Inner Circle represents the regions where English is used as a principal language, for example, in the UK, the USA, Australia, Canada, and New Zealand. The Outer Circle represents the regions that were colonized by Britain and the USA where English is an acknowledged formal language used in different everyday life situations as India, Nigeria, the Philippines, and Singapore. The Expanding Circle which is China, Europe, Japan, Korea, and the Arab world. In 2012, it was estimated that four of the ten countries with the highest proportion of international students (relative to the total university enrollment) were in the Inner Circle: Australia, UK, New Zealand and Canada (Charles, & Pecorari, 2016). Although these students may not be majoring in English, most of their studies are in systems that adopt English as a medium of instruction. It is not surprising then that statistically, in 2016, 1500 million people worldwide were speaking English, and only 375 million of them were native speakers (Statista). It is likely that English is used more among those who have been traditionally termed as nonnative speakers than among its native speakers. Therefore, it is of necessity

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Section: Models Of and Approaches To Teaching Academic Writingmentioning

confidence: 99%

Approaches to English for Academic Purposes for Non-native Speakers of English

Bakry

2021

Cairo Studies in English

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“…But while EAP practitioners are not unaware of the context they work in, the realities of today's marketised higher education system means that those who design and deliver EAP courses are typically not in a position to influence the bigger institutional picture (e.g. Ding & Bruce, 2017). Moreover, these developments in EAP are just one aspect of the process of corporatisation which has gripped higher education more widely.…”

Section: Eap and The Corporatization Of Higher Educationmentioning

confidence: 99%

“…EAP is far from the finished article and criticism is justified. The field continues to lack clout in terms of influential professors and a cohort of academic appointments in universities, and has so far failed to establish a strong scholarship of teaching (Ding & Bruce 2017). The problematization of pedagogy is still not a matter of regular communal discourse in the field and often practitioners lack time for professional development and discussion of teaching issues.…”

Section: Some Final Thoughtsmentioning

confidence: 99%

Sympathy for the devil? A defence of EAP

Hyland¹

2018

Lang. Teach.

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The ability to communicate in English is now essential to academic success for many students and researchers. Not only has the language established a fairly firm grip in higher education, particularly in the lives of postgraduate students, but also in academic research, where careers are increasingly tied to an ability to publish in international journals in English. Countless students and academics around the world, therefore, must now gain fluency in the conventions of relatively ‘standardized’ versions of academic writing in English to understand their disciplines, to establish their careers or to successfully navigate their learning (e.g. Hyland 2009). English for Academic Purposes (EAP), and the teaching of academic writing in particular, has emerged to support this process (Hyland & Shaw 2016; Hyland 2017a). However, EAP, and its relationship to English language education more generally, is seen from a number of different perspectives, not all of which flatter the field. Among the more critical are that it is complicit in the relentless expansion of English which threatens indigenous academic registers (e.g. Phillipson 1992; Canagarajah 1999), that it is a remedial ‘service activity’ on the periphery of university life (Spack 1988), and that it imposes an imprisoning conformity to disciplinary values and native norms on second language writers (e.g. Benesch 2001).

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“…Exemplifying this view, a considerable body of ESP research has addressed students and their needs (Bocanegra-Valle, 2016;Hyland, 2019) as well as materials/textbooks (Basturkmen & Bocanegra-Valle, 2018;Stoller, 2016). Similarly, when considering the larger body of EAP research, the literature on EAP teachers (vis-à-vis other areas of EAP) is relatively limited (Ding, 2019;Ding & Bruce, 2017;Ding & Campion, 2016). The situation seems to be that issues relating to teachers' practices, professional development, and needs have been eclipsed by the large body of research on materials and students' needs (Basturkmen, 2014(Basturkmen, , 2019.…”

Section: Introductionmentioning

confidence: 99%

Iranian EAP Practitioners’ Competences, Practices, and Professional Development

Kaivanpanah¹,

Alavi²,

Bruce³

et al. 2021

ESP Today

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Given the importance of teaching methodology in English for Academic Purposes (EAP) and professional development (PD) for EAP teachers, this survey examined and explored the differences of the self-adjudged perceptions of EAP practice competences and PD activities of two main groups of Iranian teachers: those with an English language teaching (ELT) background and subject content teachers who teach EAP. A sample of 105 EAP teachers (53 English language teachers and 52 content teachers) responded to two questionnaires: a granulated, 72-item questionnaire exploring competences in a wide variety of aspects of EAP practice and a smaller 19-item questionnaire relating to frequency of participation in PD activities. Additionally, the teacher data sets were triangulated by the use of a 58-item questionnaire completed by 502 Iranian undergraduate students taking EAP courses. The teacher questionnaire findings indicated higher self-adjudged competences by the ELTbackground teachers in the areas of receptive and productive skills, grammar and vocabulary, feedback and error correction, and assessment and evaluation. Similarly, the student questionnaires rated those teachers with an ELT background more highly in the same five areas. The implications of the findings for the future development of EAP in Iran in terms of teacher development and further research are then discussed.

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The English for Academic Purposes Practitioner

Cited by 54 publications

References 0 publications

Approaches to English for Academic Purposes for Non-native Speakers of English

Approaches to English for Academic Purposes for Non-native Speakers of English

Sympathy for the devil? A defence of EAP

Iranian EAP Practitioners’ Competences, Practices, and Professional Development

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