This volume showcases curriculum designs, instructional strategies, classroom challenges, and assessment practices in courses around the world introduced to meet the demand for English language skills for academic (EAP) or specific purposes (ESP) in higher education settings. Particularly in English as a medium of instruction (EMI) institutions, the courses are frequently part of the curriculum, regardless of discipline or specialization. Given the prevalence of such courses, it is important to understand how they are implemented.
Many theories and models have inspired and underpinned these courses, including genre-based instruction, Writing in the Disciplines, Systemic Functional Linguistics, the academic literacies model, and translanguaging. Often, these are combined with various pedagogical approaches such as constructive alignment, flipped learning, learning-oriented assessment, Galperin's theory of Systematic Formation of Mental Actions (SFMA), the study skills models, pedagogical cultural-historical activity theory, and the TESOL teaching-learning cycle. This book showcases how these are implemented in EAP/ESP classrooms.
This volume gives a voice to instructors whose experience in real-life classrooms is invaluable to inform research and policies as well as to refine theories. It serves as a venue for conversation among the community of practitioners and researchers of applied linguistics and language teaching.
Rezensionen / Stimmen
"This timely volume exemplifies the commitment and ingenuity of ESP/EAP teachers in diverse and challenging contexts who bridge theory and practice to make some of the most thoughtful responses to their students' needs and meet them where they are. Highly recommended for practitioners and researchers who look for innovative curricular designs and practice-grounded inspiration."
-Hu Guangwei, Assoc Dean of Faculty of Humanities, Prof of Language and Literacy Education, Hong Kong Polytechnic University, Editor-in-Chief for Journal of English for Academic Purposes.
"Rosmawati and Marjolijn Verspoor's book is essential reading for anyone with an interest in English for academic purposes. It covers a wide range of teaching approaches, programs, and contexts as well as discussing issues that need to be considered in EAP program development and delivery. Readers from across the world will find the book invaluable."
-Brian Paltridge, Professor of TESOL, University of Sydney.
Reihe
Sprache
Verlagsort
Verlagsgruppe
Zielgruppe
Für höhere Schule und Studium
Für Beruf und Forschung
Academic and Postgraduate
Illustrationen
7 s/w Zeichnungen, 12 s/w Tabellen, 9 s/w Abbildungen, 2 s/w Photographien bzw. Rasterbilder
12 Tables, black and white; 7 Line drawings, black and white; 2 Halftones, black and white; 9 Illustrations, black and white
Maße
Höhe: 240 mm
Breite: 161 mm
Dicke: 19 mm
Gewicht
ISBN-13
978-1-032-74998-3 (9781032749983)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Klassifikation
Rosmawati is an Assistant Professor at the Singapore Institute of Technology. Her research focuses on academic writing in English. Recently, she guest-edited, with Marjolijn Verspoor and Anne Burns, a special issue on action research in EAP/ESP classrooms for the Journal of English for Academic Purposes.
Marjolijn Verspoor is a Professor Emeritus of English Language at the University of Groningen, Netherlands, and a Professor of Applied Linguistics at the University of Pannonia, Hungary. Her main research interests are second language development from a dynamic usage-based perspective and instructional approaches in foreign language teaching.
Herausgeber*in
Singapore Institute of Technology, Singapore
University of Pannonia, Hungary
Introduction 1. Bridging theories into practices in English language and communication classes in higher education Part I: Genre-based approach 2. Facilitating international student transition to UK higher education: An undergraduate course in academic English and study skills 3. Shifting composition landscapes: Experimental pedagogies in first year composition 4. Developing a 2nd year undergraduate engineering communication module in a UK/China transnational education engineering programme 5. Developing a discipline-specific, genre-based EAP course in Lebanon: Design, implementation, and evaluation 6. Socializing public policy students into academic discourse: A genre-based approach 7. Promoting doctoral students' academic multimodal communication: Insights from a professional development program Part II: Skills-based approach 8. Reconceptualizing academic literacy development in a Japanese university: An evolving university curriculum through needs analysis 9. Designing an EAP module for foundation-year students at a transnational higher education institution in Uzbekistan 10. Scientific method and engineering design meet in the Intensive English program: Pre-STEM writing & communication course 11. "Writing is re-writing": Developing language awareness through a process-oriented approach in an EFL academic writing course 12. Using Galperin's framework to develop students' academic communication skills in English: A case of online pre-sessional course 13. Communicating in English in the 21st century: A master's teacher training course for future secondary English language professionals Concluding Remarks 14. Facilitating applied scholarship in the field of English for Academic Purposes (EAP)
