In this episode, EAP practitioners Jen McDougall, Katrien Dereoy, and Milada Walkova discuss the challenges and strategies in designing effective materials for English for Academic Purposes (EAP). The conversation highlights the importance of context, the role of feedback, and the necessity of both theoretical underpinnings and practical applications in materials design. They also touch on personalization for diverse student groups, the influence of AI, and incorporating inclusivity and diversity in EAP materials. The speakers offer practical advice for new and experienced EAP practitioners alike, emphasizing the value of collaboration, research, and continual learning.

Host:

Laura Richards, University of Leeds

Guests:

Jennifer McDougall, University of Glasgow

Katrien Dereoy, University of Luxemburg

Milada Walkova, University of Leeds

References:

Charles, M. & Frankenberg-Garcia, A. (eds.) (2021) Corpora in ESP/EAP Writing Instruction: Preparation, Exploitation, Analysis. Abingdon, Oxon: Routledge.

Karpenko-Seccombe, T. (2020) Academic Writing with Corpora: A Resource Book for Data-Driven Learning. Abingdon, Oxon: Routledge.

Mishan, F. & Timmis, I. (2015) Materials Development for TESOL. Edinburgh: Edinburgh University Press.

Sinclair, J. (2004) Trust the Text: Language, Corpus and Discourse. London: Routledge.

Tomlinson, B. (ed.) (2013) Developing Materials for Language Teaching. 2nd edn. London: Bloomsbury Academic.

Tomlinson, B. (2011) Materials Development in Language Teaching. 2nd edn. Cambridge: Cambridge University Press.

Walková, M. (2024) Teaching Academic Writing for EAP: Language Foundations for Practitioners. London: Bloomsbury Academic.

This episode explores the challenges of teaching and learning discipline-specific vocabulary in EAP contexts. Alex Runchman interviews four colleagues working across University College Dublin's satellite campuses in China, which teach diverse disciplines including finance, engineering, biological sciences, and environmental policy. The guests discuss the challenges of teaching technical terminology, strategies for vocabulary learning, the role of technology and AI, the unique partnership subject lecturers and EAP practitioners can enter into.

Hosts:

Xiaoqing Bi, Xi'an Jiaotong - Liverpool University

Alex Runchman, University College Dublin

Guests:

Huang Zixia, School of Biology and Environmental Science, University College Dublin; teaches at Guangzhou Dublin International College

Andy Merton, Beijing Dublin International College

Joy Chu Ming-shi, Chang'an Dublin International College; background in environmental engineering

Sally Ou Yali, Chang'an Dublin International College

References:

Coxhead, A. (2000). A new academic word list. TESOL Quarterly, 34(2), 213-238.

Nation, I. S. P. (2001). Learning vocabulary in another language. Cambridge University Press.

Swales, J. M., & Feak, C. B. (2012). Academic writing for graduate students: Essential tasks and skills (3rd ed.). University of Michigan Press.

Toogood, C., & Hale, K. (2025). Empowering professional identity and positive outcomes through Third Space collaboration: A subject lecturer and EAP practitioner case study. Journal of Learning Development in Higher Education, (33). https://doi.org/10.47408/jldhe.vi33.1196

Vandergrift, L., & Goh, C. C. (2012). Teaching and learning second language listening: Metacognition in action. Routledge.

In this episode, Michelle talks to experienced EAP practitioners in Turkey who discuss challenges, institutional differences, and the evolving role of practitioners in their context. Guests discuss their routes into EAP, curriculum autonomy, professional development, and the impact of native speakerism. The conversation gives a vital glimpse into the need for context-sensitive resources and greater institutional support for EAP professionals in differing contexts.

Hosts:

Michelle Evans, University of Leeds

Laura Richards, University of Leeds

Guests:

 Derya Alinmakas, MEF University (Istanbul, Turkey)

Yasemin Oral,  Istanbul University-Cerrahpaşa (Istanbul, Turkey)

Simon Mumford, Izmir University of Economics (Izmir, Turkey)

References:

Topkaya, E. Z. and Çelik, H. (eds.) (2024). Teaching English for Academic Purposes : Theory into Practice. Springer Nature: Switzerland. https://doi.org/10.1007/978-3-031-72545-6

On the transition from EGP to EAP teacher

Campion, G. C. (2016). 'The learning never ends’: Exploring teachers’ views on the transition from General English to EAP. Journal of English for Academic Purposes, 23, 59–70. https://doi.org/10.1016/j.jeap.2016.06.003

On EAP teacher development

Fitzpatrick, D., Costley, T., & Tavakoli, P. (2022). Exploring EAP teachers’ expertise: Reflections on practice, pedagogy and professional development. Journal of English for Academic Purposes, 59, 101140. https://doi.org/10.1016/j.jeap.2022.101140

On EAP teacher identity reconstruction

Dikilitaş, K., & Mumford, S. (2023). Identity reconstruction through reflection and reflexivity: a new journey beyond the Ph.D. dissertation. Reflective Practice, 24(3), 265–278. https://doi.org/10.1080/14623943.2023.2170342

On the specific problems of EAP writing in Turkey

Özdemir-Yılmazer, M. (2022). Exploring students’ developing perception of writing in an EAP program of an English-medium university in Turkey. The Reading Matrix: An International Online Journal, 22(2).

On the benefits of writing up teacher research

Dikilitaş, K., & Mumford, S. E. (2016). Supporting the writing up of teacher research: Peer and mentor roles. ELT Journal, 70(4), 371–381. https://doi.org/10.1093/elt/ccw014

In this episode of All Things EAP, hosts Xiaoqing and Michelle explore the question of whether EAP teachers should pursue a doctorate. They are joined by guests Steve Kirk, Qingyang Sun, and David Collett, who share their diverse perspectives and experiences. The discussion delves into the social and structural aspects of doctorate study, individual motivations, and the impact of doctoral qualifications on personal and professional development. They also discuss the challenges of doctorate research, the role of institutional and national culture in decision-making, and offer practical advice for EAP teachers considering this academic path.

Hosts:

Xiaoqing Bi, Xi'an Jiaotong - Liverpool University

Michelle Evans, University of Leeds

Guests:

Steve Kirk, Durum University

Qingyang Sun, Xi'an Jiaotong - Liverpool University

David Collett, De Montfort University Kazakhstan

References:

Bell, D. (2025) Strengthening the nexus between English for Academic Purposes (EAP) and Academic Literacies (Ac Lits): A win-win outcome for all concerned? Presented at the Academic Literacies SIG event, BALEAP, 1 May.

Campion, G.C. (2016) ‘The learning never ends’: Exploring teachers’ views on the transition from General English to EAP. Journal of English for Academic Purposes, 23, pp.59-70.

Ding, A. and Bruce, I. (2017) The English for academic purposes practitioner: Operating on the Edge of Academia. London: Springer, 10, pp.978-3.

In this episode of All Things EAP, Madhu Neupane Bastola, Angeliki Apostolidou, Peter Davidson, and Monalisha explore the complexities of giving and receiving feedback on academic writing. Drawing on their diverse contexts and roles as researchers, teachers, and students, they discuss feedback literacy, emotional responses to critique, the role of AI, and the evolving responsibilities of the feedback provider in fostering autonomy, dialogue, and learning.

Hosts:

Sanchia Rodrigues, Xiaoqing Bi

Guests:

Madhu Neupane Bastola, Hong Kong Polytechnic University

Angeliki Apostolidou, American College of Greece

Peter Davidson, Zayed University in Dubai

Monalisha, University of Hyderabad in India

References

Careless, D. and Boud, D., 2018. The development of student feedback literacy: Enabling uptake of feedback. Assesment & Evaluation in Higuer Education, 43 (8), 1315-1325 [online]

Hyland, K. and Hyland, F. eds., 2019. Feedback in second language writing: Contexts and issues. Cambridge university press.

Winstone, N.E., Nash, R.A., Parker, M. and Rowntree, J., 2017. Supporting learners' agentic engagement with feedback: A systematic review and a taxonomy of recipience processes. Educational psychologist, 52(1), pp.17-37.

Sutton, P., 2012. Conceptualizing feedback literacy: Knowing, being, and acting. Innovations in Education and Teaching International, 49(1), pp.31-40.

With a full heart and sore head, we bid farewell to the 2025 BALEAP Conference with reactions and reflections on what has been a fantastic event organised by the University of Plymouth team.

Challenging the status quo, reflecting on inspiring talks and more in this coverage of Day 3.

A kindness keynote, SIG love, a exciting journal announcement and the (precarity-shaped) elephant in the room.

Join us for a little peek at Day 1 of the BALEAP Conference at the University of Plymouth, UK.

In this episode of 'All Things EAP', Carrie Qian and Paul Breen explore the meaning and relevance of translanguaging in today’s higher education and EAP environments. They do this through an interview with both academics and students, including Professor Li Wei, the Director and Dean of the UCL Institute of Education (IOE). This is truly global episode in which we hear voices from Europe, eastern Asia and The Middle East discussing the subject from a range of perspectives including pedgaogical, ideological and technological considerations. We unlock the mystery and make this highly contemporary academic term accessible to everyone.

Hosts:

Carrie Qian, Xi'an Jiaotong-Liverpool University (XJTLU)

Paul Breen, UCL Centre for Languages and International Education.

Guests:

Professor Li Wei, UCL Institute of Education (IOE).

Anh Nguyet Luu, PhD student, University of Roehampton.

 Arhadi Shawish (Ahed), undergraduate student in Palestine.

References and suggested further readings or resources:

Breen, P. and Le Roux, M. (eds). (2024). Social Justice in EAP and ELT Contexts: Global Higher Education Perspectives. London, Bloomsbury Academic.

Carroll, K.S. (2022). Translanguaging for transformation: Resisting monolingual ideologies. In Linguistic identities in the Arab Gulf states (pp. 183-197). Routledge.

Luu, N., (2024). The White Gaze and Translanguaging: Getting Multilingual Students’ Voices Heard. Social Justice in EAP and ELT Contexts: Global Higher Education Perspectives. London, Bloomsbury Academic.

Wei, L. (2018). Translanguaging as a practical theory of language. Applied linguistics, 39(1), pp.9-30.

Wei, L. (2024). Transformative pedagogy for inclusion and social justice through translanguaging, co-learning, and transpositioning. Language Teaching, 57(2), pp.203-214.

Presentation by Kelly Webb-Davies: 'Translanguaging in EAP' - BALEAP TELSIG 23-02-2024

Presentation by Dylan Williams: 'The Role of Trust in South Korean EMI Translanguaging Practices' - BALEAP Conference 2021: University of Glasgow 6-10 April.