English for Academic Purposes in Neoliberal Universities: A Critical Grounded Theory

Abstract

Educational Linguistics is dedicated to innovative studies of language use and language learning. The series is based on the idea that there is a need for studies that break barriers. Accordingly, it provides a space for research that crosses traditional disciplinary, theoretical, and/or methodological boundaries in ways that advance knowledge about language (in) education. The series focuses on critical and contextualized work that offers alternatives to current approaches as well as practical, substantive ways forward. Contributions explore the dynamic and multi-layered nature of theory-practice relationships, creative applications of linguistic and symbolic resources, individual and societal considerations, and diverse social spaces related to language learning.The series publishes in-depth studies of educational innovation in contexts throughout the world: issues of linguistic equity and diversity; educational language policy; revalorization of indigenous languages; socially responsible (additional) language teaching; language assessment; fi rst-and additional language literacy; language teacher education; language development and socialization in non-traditional settings; the integration of language across academic subjects; language and technology; and other relevant topics.

Sympathy for the devil? A defence of EAP

“…Lucrative summer pre-sessional courses for international students are now often taught by teachers working for Kaplan or INTO with precarious job-security and no voice. As Hadley (2015) observes:…”

The Margins as Third Space: EAP Teacher Professionalism in Canadian Universities

“…It is true that every institution has a unique environment, and ecosystem and not all third spaces lend themselves to the types of activities to counter marginalization that will be suggested below. For example, Hadley's (2015) detailed examination of EAP in the third space of neoliberal universities found the third space environment was often associated with creating "atmospheres of instability" (p. 158) and teachers of EAP were becoming "increasingly dislocated from their vocational identities as a result of organizational dynamics that have blurred traditional boundaries" (p. 158). The third space may therefore provide a place where a lack of professionalism displays itself in teacher behaviour: Hadley (2015) reported disrupted communication with superiors or "sharp fluctuations in workflow" by some EAP teachers who experience "professional disarticulation" in the third space environment (p. 57).…”

“…Outside of the confines of an academic department, EAP teachers have more freedom to experiment in the classroom and push their limits as practitioners. Hadley (2015) identifies one "third space solution" to the problem of role ambiguity and loss of status associated with the move of EAP teachers into the third space as embracing the Scholarship of Teaching and Learning (SoTL) movement, which represents "innovation, [improving] content delivery to end users, [a focus] on stakeholder needs, [achievement of] excellence and [creation of] a positive, inclusive teaching environment free of class-based recriminations" (p. 163). Anecdotally, I have seen colleagues at my institution and at other universities across the country use the fact that they are not confined to the typical three-credit, 39-hour course mould to their advantage in order to experiment and innovate professionally.…”

“…This denies what she sees as the "constitutive" role of language as an inextricable part of academic work. Several researchers (Fulcher, 2009;Hadley, 2015;Sato, 2013;Smithwick, 2014;Stevenson & Kokkinn, 2007;Turner, 2004) report association of their EAP work within the university to a discourse of "student deficiency and remediation" (Stevenson & Kokkinn, 2007, p. 47). This discourse is in stark contrast to the teaching of languages other than English taking place in university foreign languages departments.…”

What is EAP? — From Multiple Literacies to a Humanistic Paradigm Shift

“…Higher education is inevitably influenced by neoliberalism (Steger and Roy, 2010), seeking to offer vocational training for students, by equipping them with cookie-cutter knowledge, so they can perform in different posts after graduation. This phenomenon is particularly apparent among low ranking universities, who use students' hopes that a degree will assist their job hunting as bait to attract student enrolments (Hadley, 2015). Therefore, it is necessary to consider that teaching students practical EAP as multiple literacies will help students with their job hunting, and that this is perhaps the logic of the most EAP theories producers.…”