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Challenges for developing EAP practice in anglophone contexts

Gurney, Laura 2016, Challenges for developing EAP practice in anglophone contexts. In Liyanage, Indika and Nima, Badeng (ed), Multidisciplinary research perspectives in education: shared experiences from Australia and China, Sense Publishers, Rotterdam, The Netherlands, pp.7-16.

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Title Challenges for developing EAP practice in anglophone contexts
Author(s) Gurney, Laura
Title of book Multidisciplinary research perspectives in education: shared experiences from Australia and China
Editor(s) Liyanage, Indika
Nima, Badeng
Publication date 2016
Chapter number 2
Total chapters 24
Start page 7
End page 16
Total pages 10
Publisher Sense Publishers
Place of Publication Rotterdam, The Netherlands
Keyword(s) EAP
Tertiary education
English language
Summary English for academic purposes (EAP), the academically-focused branch of English for specific purposes (Johns & Dudley-Evans, 1991), aims to facilitate learners’ participation in the English language academic community (Hyland & Hamp-Lyons,2002; Prosser, 1994). The EAP sector has expanded rapidly in recent years (Liyanage & Walker, 2014b) and now plays a significant role within Anglophone and non-Anglophone higher education contexts (Ashraf, Hakim, & Zulfiqar, 2014; Basturkmen, 2012; Kafle, 2014). Global trends which associate English and the West with educational prestige (Kubota & Lehner, 2004), assigning them a “perceived superiority” (Liyanage & Walker, 2014b, p. 165) over other languages and educational paradigms, have led considerable numbers of students to undertake English-medium higher education (Brown, 2014; Doiz, Lasagabaster, & Sierra, 2013; Kim, Tatar, & Choi, 2014). These developments have cemented the international status of the language, which has also has become the global medium for academic communication and a lingua franca in general (Hyland & Hamp-Lyons, 2002; Jenkins, 2011; Seidlhofer, 2005). Increased student mobility and preferences for English-medium education have been of particular economic significance to Britain, Australasia and North America, referred to as the BANA nations, which have experienced a boost in overseas enrolments (Andrade, 2006; Saw, Abbott, Donaghey, & McDonald, 2013; Terraschke & Wahid, 2011). Australia, New Zealand and the United Kingdom are amongst the countries with the highest proportion of international tertiary enrolments globally (OECD, 2014), and the United States and Canada also host a significant number of overseas students (Choudaha & Chang, 2012; Siddiq, Nethercote, Lye, & Baroni, 2012).
ISBN 9789463006132
9789463006149
9789463006156
Language eng
Field of Research 130207 Lote, Esl and Tesol Curriculum and Pedagogy (excl Maori)
Socio Economic Objective 930501 Education and Training Systems Policies and Development
HERDC Research category B1 Book chapter
Copyright notice ©2016, Sense Publishers
Persistent URL http://hdl.handle.net/10536/DRO/DU:30083938

Document type: Book Chapter
Collections: School of Education
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