Administrative Structures and Support for International L2 Writers:

Tardy, Christine M.; Miller-Cochran, Susan

doi:10.2307/j.ctt22h6qmq.6

Cited by 2 publications

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“…Although this view helps underpin the kinds of educational arrangements discussed above and is often expressed by faculty members (e.g. Hyland 2013) and university administrators (Tardy & Miller-Cochran 2018), EAP has emerged to become an important branch of knowledge within applied linguistics, changing its character on the way. Originally, EAP was a purely practical field concerned with local contexts and the needs of particular students; however, we now have a better understanding of the complexities of needs, the inter-connectedness of contexts, the conventions of text patterning and the relevance of social communities.…”

Section: Enter the Dragonmentioning

confidence: 99%

Sympathy for the devil? A defence of EAP

Hyland¹

2018

Lang. Teach.

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The ability to communicate in English is now essential to academic success for many students and researchers. Not only has the language established a fairly firm grip in higher education, particularly in the lives of postgraduate students, but also in academic research, where careers are increasingly tied to an ability to publish in international journals in English. Countless students and academics around the world, therefore, must now gain fluency in the conventions of relatively ‘standardized’ versions of academic writing in English to understand their disciplines, to establish their careers or to successfully navigate their learning (e.g. Hyland 2009). English for Academic Purposes (EAP), and the teaching of academic writing in particular, has emerged to support this process (Hyland & Shaw 2016; Hyland 2017a). However, EAP, and its relationship to English language education more generally, is seen from a number of different perspectives, not all of which flatter the field. Among the more critical are that it is complicit in the relentless expansion of English which threatens indigenous academic registers (e.g. Phillipson 1992; Canagarajah 1999), that it is a remedial ‘service activity’ on the periphery of university life (Spack 1988), and that it imposes an imprisoning conformity to disciplinary values and native norms on second language writers (e.g. Benesch 2001).

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Section: Enter the Dragonmentioning

confidence: 99%

Sympathy for the devil? A defence of EAP

Hyland¹

2018

Lang. Teach.

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Adapting a Framework for Designing and Teaching an Online Academic Writing Course for L2 Writers

Tercero

2021

Academic Literacy Development

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The internationalization of US writing programs and the steady increase of online learning in higher education present challenges for writing programs and instructors in developing and teaching online academic writing courses, particularly courses for international multilingual/second language (L2) writers. Anecdotal accounts of the experiences of the emergency transition to online learning in spring 2020 due to the COVID19 pandemic highlighted many of these challenges, including skepticism of the effectiveness of online teaching and the general unpreparedness to carry it out. The aim of this chapter is to introduce an adapted framework for designing and teaching online L2 writing courses based on Casanave’s ( Controversies in second language writing: Dilemmas and decisions in research and instruction (2nd ed.) [Ebook]. The University of Michigan Press, 2017) and informed by an exploratory study of instructor and student perceptions of their online writing courses.

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Administrative Structures and Support for International L2 Writers:

Cited by 2 publications

References 0 publications

Sympathy for the devil? A defence of EAP

Sympathy for the devil? A defence of EAP

Adapting a Framework for Designing and Teaching an Online Academic Writing Course for L2 Writers

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