Credit-based discipline specific English for academic purposes programmes in higher education: Revitalizing the profession
AuthorMelles, G; Millar, G; Morton, J; Fegan, S
Source TitleArts and Humanities in Higher Education: an international journal of theory, research and practice
AffiliationMedicine, dentistry and health sciences
Document TypeJournal Article
CitationsMelles, G., Millar, G., Morton, J. & Fegan, S. (2005). Credit-based discipline specific English for academic purposes programmes in higher education: Revitalizing the profession. Arts and Humanities in Higher Education, 4 (3), pp.283-303. https://doi.org/10.1177/1474022205056171.
Access StatusThis item is currently not available from this repository
C1 - Refereed Journal Article
<jats:p> 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. </jats:p>
KeywordsCurriculum and Pedagogy
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