Pedagogies in English for Academic Purposes: Teaching and Learning in International Contexts (New Perspectives for English for Academic Purposes)

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. Half Title Title Page Copyright Page Contents Illustrations Figures Tables Contributors Series Editors’ Foreword Foreword Introduction Pedagogies in English for Academic Purposes (EAP) The Development of English for Academic Purposes Contexts for EAP This Volume’s Focus on Pedagogy A Focus on Practitioner Case Studies and Research into Practice Contributions to This Volume Lessons Learned in This Volume Chapter 1: Embracing Critical Multicultural Education through Research-Informed Practice in EAP Teaching Theoretical Foundations Methodology Teaching Context: EAP Courses and Students Action Research Action Research Cycle 1: The Canadian Culture and Identity Project Action Research Cycle 2: Taking a Critical Approach to Canadian Multiculturalism John: Unpacking Canadian Multiculturalism in an EAP Reading and Writing Course Research Project Overview Requisite Course Texts Intensive Academic Reading Method Students’ Critical Understanding of Canadian Multiculturalism Heejin: Critical EAP in a Unit on Equity and Diversity Understanding Institutional Discourse through Reading the Institution’s Official Statements and Viewing a Video Clip of Racialized Students’ Educational Experiences Comparing Discourses of Diversity and Equity: Advanced Reading and Viewing Materials Analysing Reality: Decoding Semiotic Representations of Equity and Diversity and Intercultural Reflection Discussion Pedagogical Implications Conclusion Chapter 2: Addressing Literacy Brokering in the EAP Classroom Literature Review Types of Literacy Brokering in Academic Contexts Context for the Lesson The Lesson: An Exploration of Literacy Brokering and Ghostwriting Students’ Responses Strong Reactions to Ghostwriting Using Their Own Words Distinction between Direct and Indirect Interventions Literacy Brokering versus Peer Review What Can Be Done to Curb Unacceptable Practice Discussion Appendix Chapter 3: Moving from Form to Function: Leveraging SFL Metalanguage to Illuminate Features and Functions of Texts in First-Year University EAP Introduction ‘This Doesn’t Sound Academic’ Grammatical Metaphor Teaching Nominalization ‘This Text Doesn’t Flow’ ‘You Need to Analyze, Not Just Regurgitate’ Moving from ‘Who’s Doing What to Whom’ to ‘What Is It and What Does It Mean?’ Discussion and Conclusion Acknowledgement Chapter 4: EAP Pedagogies for Doctoral Students in Professional Fields Introduction Doctoral Writing Pedagogies in the Changing Landscape of Doctoral Education Student Experiences: Transformation, Preservation and Ambivalence The Academic Writing Centre at OsloMet: Key Aspects and Key Questions The AWC Reconsidered: Pedagogical Initiatives for Doctoral Students in Professional Fields Using Legitimation Code Theory to Address Questions of Audience and Rhetorical Positioning Glorious Failure: Becoming Unrhetorical and Moving beyond Imitation Experimental Writing and Life beyond IMRD Creating Metacognitive Space to Foster Text Ownership Coda: Becoming Pedagogical Chapter 5: Using Developmental Teaching to Promote Critical EAP in an Academic Writing Course in English Introduction Background Discussion The Implementation of the EAP Course: Combining Developmental Teaching and Critical Pedagogy Context and Course Aims The Use of Visual Representations Lesson Plans and Activities for Implementation Example 1 Summary Writing Example 2: Research Articles Lessons Learned My Ethnographic Account on the Application Contributions of the Pedagogical Implementation Chapter 6: Teaching English for Academic Purposes in Teacher Education: Examples from South Africa Introduction Background Discussion English for Academic Purposes in the South African Context English for Academic Purposes Instruction at Universities University A EAP Course Aims and Content University B EAP Course Aims and Content University C EAP Course Aims and Content Cross-Case Study Analysis English for General Academic Purposes Focus English as the Medium of Instruction Focus Practical Implications and Relevance Chapter 7: Pedagogical Approaches in EGAP Coupled with CBI in an EMI Context Introduction Context Philosophical Foundations Pedagogical Foundations of PAS Pedagogical Content Knowledge Content-Based Instruction Differentiated Instruction Critical Literacy Pedagogy PAS Preparation and Implementation Course Guidelines Course Themes Implementation Phase 1 Phase 2 Phase 3 Phase 4 Phase 5 Phase 6 Discussion Conclusion The Four-Quadrant Pedagogical Model of EGAP Chapter 8: Academic Teachers’ Perceptions of Content and Language Integrated Learning (CLIL) Programme with EAP Teachers Introduction The of CLIL Scene CLIL Research Context Literature Review Methodology Findings and Discussions Research Question 1: What Are the Benefits of Co-teaching with Language Tutors in the CLIL Programme? Research Question 2: How Can CLIL Bridge the Gap for EAP and Disciplinary Teaching and Promote Deep Learning? Practical Implications and Relevance Conclusion Chapter 9: ESAP-in-EGAP: Implementing Sydney School Genre Pedagogy in Gulf Higher Education Introduction Background Discussion Gulf/UAE Context Institutional Context Application Academic Language and Literacies Course Outline Teacher/Student Roles Learning Activities Learning Modalities Professional Development Discussion Challenges Overall Evaluation Conclusion Chapter 10: EAP Teachers Working in, with and through the Creative Arts: An Exploration Contexts and Methodology Stage 1: Identifying Frames for Reflection Stage 2: Data Collection Stage 3: Data Analysis and Identifying Themes Stage 4: Further Reflection Stage 5: Data Reduction and Reporting Reliability Checking Findings and Discussion Spaces Spoken Communication Written Genres Collaboration Conclusion: Implications for EAP Practice Chapter 11: Integrating a Signature Pedagogy into a Pre-sessional: Impact on Pedagogy in ESAP The Institutional Context Problem-Based Learning: A Signature Pedagogy The Development from EGAP to ESAP and the Integration of PBL The Evolving ESAP Lecturer Role Future Directions and Implications for the Wider Context Conclusion Acknowledgement References Index Series Editors' Foreword Foreword, (TBC) Introduction, Carole MacDiarmid (University of Glasgow, UK) and Jennifer MacDonald (Dalhousie University, Canada) -- 1. Two Pedagogical Approaches in Academic Writing for Publication Purposes, Marilia Ferreira (Universidade de Sao Paolo, Brazil) -- 2. Pedagogical Approaches for Preparing Student Teachers as English across the Curriculum (EAC) Practitioners, Nhlanhla Mpofu (University of the Free State, South Africa) and Mncedisi C -- . Maphalala (University of Zululand, South Africa) -- 3. Embracing Critical Multicultural Education in EAP Teaching, Heejin Song (York University, UK) and John McGaughey (University of Toronto, Canada) -- 4. Moving from Form to Function and Incorporating SFL Theory into EAP, Jennifer Walsh Marr (University of British Columbia, Canada) -- 5. Academic Teachers' Perceptions of a Content and Language Integrated Learning (CLIL) Programme with EAP Teachers, Bin Zou (Xi'an Jiaotong-Liverpool University, China) -- 6. Addressing Literacy Brokering in the EAP Classroom, Nina Conrad (University of Arizona , USA) -- 7. Combining the Adapted Reading-To-Learn Sequence with the ESAP-in-EGAP Teaching-Learning Cycle, Tony Myers, Jaime Buchanan, and Jesse Balanyk (Zayed University, UAE) -- 8. Integrating a Signature Pedagogy into a Pre-Sessional and its Impact on Pedagogy in EAP, Anneli Williams, Brian Doonan, Kat Irwin, Carole MacDiarmid (University of Glasgow, UK) -- 9. An Exploration of EAP Teachers Working In, With and Through the Creative Arts, Jennifer Sizer, Anna Rolinska, Clare Carr and Claire Max (various UK Universities) -- 10. Trauma-Based Pedagogy in EAP, Aleks Palanac (Leicester University, UK) -- 11. EAP Pedagogies for Doctoral Students in ProfessionalFields, Kristin Solli and Tom Muir (Oslo Metropolitan University, Norway) -- 12. Embedded Academic Literacies, Ursula Wingate (King's College London, UK) and Fiona Williams (University of West Indies, Jamaica) -- 13. Pedagogical Approaches in a Credit Bearing In-Sessional EGAP Courses (EMI context), Tijen Aksit (Bilkent University, Turkey) Afterword, Carole MacDiarmid (University of Glasgow, UK) and Jennifer MacDonald (Dalhousie University, Canada) -- References -- Index "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 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, South Africa, 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 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 insight into current practices in EAP globally"-- Provided by publisher