Full Description
This volume showcases curriculum designs, instructional strategies, classroom challenges, and assessment practices in courses around the world introduced to meet the demand for English language skills for academic (EAP) or specific purposes (ESP) in higher education settings. Particularly in English as a medium of instruction (EMI) institutions, the courses are frequently part of the curriculum, regardless of discipline or specialization. Given the prevalence of such courses, it is important to understand how they are implemented.
Many theories and models have inspired and underpinned these courses, including genre-based instruction, Writing in the Disciplines, Systemic Functional Linguistics, the academic literacies model, and translanguaging. Often, these are combined with various pedagogical approaches such as constructive alignment, flipped learning, learning-oriented assessment, Galperin's theory of Systematic Formation of Mental Actions (SFMA), the study skills models, pedagogical cultural-historical activity theory, and the TESOL teaching-learning cycle. This book showcases how these are implemented in EAP/ESP classrooms.
This volume gives a voice to instructors whose experience in real-life classrooms is invaluable to inform research and policies as well as to refine theories. It serves as a venue for conversation among the community of practitioners and researchers of applied linguistics and language teaching.
Contents
Introduction 1. Bridging theories into practices in English language and communication classes in higher education Part I: Genre-based approach 2. Facilitating international student transition to UK higher education: An undergraduate course in academic English and study skills 3. Shifting composition landscapes: Experimental pedagogies in first year composition 4. Developing a 2nd year undergraduate engineering communication module in a UK/China transnational education engineering programme 5. Developing a discipline-specific, genre-based EAP course in Lebanon: Design, implementation, and evaluation 6. Socializing public policy students into academic discourse: A genre-based approach 7. Promoting doctoral students' academic multimodal communication: Insights from a professional development program Part II: Skills-based approach 8. Reconceptualizing academic literacy development in a Japanese university: An evolving university curriculum through needs analysis 9. Designing an EAP module for foundation-year students at a transnational higher education institution in Uzbekistan 10. Scientific method and engineering design meet in the Intensive English program: Pre-STEM writing & communication course 11. "Writing is re-writing": Developing language awareness through a process-oriented approach in an EFL academic writing course 12. Using Galperin's framework to develop students' academic communication skills in English: A case of online pre-sessional course 13. Communicating in English in the 21st century: A master's teacher training course for future secondary English language professionals Concluding Remarks 14. Facilitating applied scholarship in the field of English for Academic Purposes (EAP)
