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An academic literacies argument for decentralizing EAP provision

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Murray, Neil (2016) An academic literacies argument for decentralizing EAP provision. ELT Journal, 70 (4). pp. 435-443. doi:10.1093/elt/ccw030

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Official URL: http://dx.doi.org/10.1093/elt/ccw030

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Abstract

English-medium universities have generally adopted centralized models of in-sessional English language provision, where expertise resides and is often delivered within language development units or as part of larger cognate departments, typically TESOL or Applied Linguistics departments. This arrangement might be seen as reflecting a one-size-fits-all study skills perspective on EAP, one that treats the development of student writing, in particular, as mastery of a set of skills that are generalizable across different disciplines. With the emergence of the ‘academic literacies’ perspective, this emphasis has shifted somewhat towards an approach that gives greater recognition to the variation which exists between the writing practices of different academic disciplines. This shift provides support for a move away from a centralized model of English language provision to a decentralized approach that brings with it a number of distinct benefits outlined in this article.

Item Type: Journal Article
Subjects: L Education > LB Theory and practice of education > LB2300 Higher Education
P Language and Literature > PE English
Divisions: Faculty of Social Sciences > Centre for Applied Linguistics
Library of Congress Subject Headings (LCSH): English language--Study and teaching (Higher)
Journal or Publication Title: ELT Journal
Publisher: Oxford University Press
ISSN: 0951-0893
Official Date: 1 October 2016
Dates:
DateEvent
1 October 2016Published
28 March 2016Available
18 February 2016Accepted
15 February 2016Submitted
Date of first compliant deposit: 1 April 2016
Volume: 70
Number: 4
Page Range: pp. 435-443
DOI: 10.1093/elt/ccw030
Status: Peer Reviewed
Publication Status: Published
Access rights to Published version: Restricted or Subscription Access

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