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. Attached Files Name Description MIMEType Size Downloads 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 orcid.org/0000-0001-6459-4977 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 Collection: School of Education Related Links Link Description Connect to Elements publication management system Go to link with your DU access privileges     Unless expressly stated otherwise, the copyright for items in DRO is owned by the author, with all rights reserved. Versions Version Filter Type Fri, 03 Jun 2016, 11:19:11 EST Fri, 03 Jun 2016, 11:21:27 EST Fri, 03 Jun 2016, 12:36:01 EST Thu, 25 Aug 2016, 06:08:12 EST Wed, 19 Oct 2016, 12:22:48 EST Wed, 19 Oct 2016, 12:26:38 EST Wed, 19 Oct 2016, 12:27:57 EST Sat, 13 May 2017, 02:32:14 EST Fri, 09 Feb 2018, 13:35:52 EST Tue, 13 Feb 2018, 06:56:19 EST Wed, 28 Mar 2018, 10:34:54 EST Filtered Full Citation counts:   Cited 0 times in TR Web of Science Cited 0 times in Scopus Search Google Scholar Access Statistics: 40 Abstract Views, 7 File Downloads  -  Detailed Statistics Created: Fri, 03 Jun 2016, 11:21:27 EST

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