3 May 2016
Preparing our learners for studies in academic contexts is a key competence of the EAP practitioner. It entails among other things understanding learner identity and facilitating transitions into the academy.
But what do we understand by ‘learner identity’? How do we deal with transitions across levels of study, disciplines, genres, geographical and cultural borders? What does the requirement to facilitate a large number of crossings and development of multiple identities mean for the EAP practitioner and student? And should we always be encouraging learners to manage transitions?
Deadline for paper submission: 26 June 2016
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