UPDATE (17/03/2020) Given the current situation with COVID-19 the event has been postponed until further notice.
How do we deal with disciplinarity and/or specificity (are they one and the same?) on EAP courses whether they be Pre-sessional courses, In-sessional Language Development courses or other pathway courses? Is too much or too little attention paid to this or is it purely determined by practical external factors like context, time, staffing and workload?
“The choice then is not simply between a narrow ESAP or generic EGAP approach to framing and teaching EAP but, more broadly, situating praxis within the critical discourse in and beyond EAP that provokes deeper discussions about the purposes and practices of EAP. These rather binary and absolute options regarding the ideological orientations and theoretical commitments of EAP have, historically, mirrored dichotomous debates over the relative merits of ESAP and EGAP. However, there is a sense now that ESAP and EGAP is less about binary choices and more about situating options and choices on a spectrum (Hyland, 2016): ‘the choice between one or other side [ESAP or EGAP] depend[ing] upon practical circumstances more than ideological positioning’ (Flowerdew, 2016: 8).”
Ding, A. & Bodin-Galvez, J. 2019. Interdisciplinary EAP: Moving Beyond Aporetic English for General Academic Purposes. The Language Scholar.
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