Credit-Based Discipline Specific English for Academic Purposes Programmes in Higher Education

Revitalizing the profession

Bibliographic Data

ID12713331
AuthorsGavin Melles (0000-0002-1067-483X, corresponding author), Geoff Millar, Janne Morton (0000-0003-1764-3398), Suzanne Fegan (The University of Melbourne)
Year2005
Volume4
Issue3
Pages283-303
Publication date2005-08-31
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueArts and Humanities in Higher Education (JOURNAL)
Journal identifiersISSN: 1474-0222 • E-ISSN: 1741-265X
PublisherSAGE Publishing (PUBLISHER • US)
DOI10.1177/1474022205056171
OpenAlexW2083723843
LanguageEN
Citations received1
References cited52

In the UK, North America and Australia, credit-bearing discipline specific English for Academic Purposes (EAP) courses are seen as a challenge to remedial views of English as a Second Language and a key element in revitalizing a profession on the periphery of the institution. However, the EAP field has to confront not only institutional challenges to its acceptability as a discipline but also tensions within the field. In this article we examine the tensions which underpin current and future directions in the field, review the development of credit-based EAP courses in the US, UK and Australia, and illustrate our discussion with a case study from the University of Melbourne. We conclude by arguing that discipline specific credit-based EAP offers promising hope for the future of the EAP discipline in higher education, but that to achieve this end the field and practitioners need to find a position between critique of and accommodation to discipline specific content

Discipline · Element (criminal law · Engineering ethics · English for academic purposes · Field (mathematics · Higher education · Institution · Pedagogy · Political science · Remedial education · Social science · Sociology · EFL/ESL Teaching and Learning · Engineering · Law · Multilingual Education and Policy · Second Language Learning and Teaching

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