Challenges for developing EAP practice in anglophone contexts

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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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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
Collections:	Faculty of Arts and Education School of Education


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