Positioning an academic literacies framework in an EAP context: case study of a university Pre-sessional course

Historically, there has been a strong element of crossover between English for Academic Purposes (EAP) and academic literacies approaches, as originally conceptualised by Lea and Street (1998). However, a recurring cause of concern for the latter has been its perceived lack of focus on pedagogy, wi...

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Autor principal:	Paul Breen
Formato:	article
Lenguaje:	EN
Publicado:	Association for Learning Development in Higher Education (ALDinHE) 2019
Materias:	academic literacies English for Academic Purposes pedagogic research case study research Pre-sessional courses. Theory and practice of education LB5-3640
Acceso en línea:	https://doaj.org/article/9c6407511a1d48f1adb96b599a1ecca3
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spelling	oai:doaj.org-article:9c6407511a1d48f1adb96b599a1ecca32021-11-29T14:02:31ZPositioning an academic literacies framework in an EAP context: case study of a university Pre-sessional course10.47408/jldhe.v0i15.5531759-667Xhttps://doaj.org/article/9c6407511a1d48f1adb96b599a1ecca32019-11-01T00:00:00Zhttps://repl.gianfj.com/index.php/jldhe/article/view/553https://doaj.org/toc/1759-667X Historically, there has been a strong element of crossover between English for Academic Purposes (EAP) and academic literacies approaches, as originally conceptualised by Lea and Street (1998). However, a recurring cause of concern for the latter has been its perceived lack of focus on pedagogy, with greater emphasis on construction of text (Lea, 2004). Lillis (2003) highlights another concern being the lack of ‘a design frame’ (Kress, 2000) which can harness synergy between theory and practice. As such, the strength of academic literacy from a theoretical perspective can simultaneously be an Achilles heel in its practical pedagogic application. Consequently, examples of sustained academic literacies approaches in practice are rare. This paper thus argues for EAP acting as a fulcrum between theory and practice and provides one instance of enacting academic literacies approaches in the practical context of a Pre-sessional course in a post-92 university. Therein academic literacies approaches have shaped the design and delivery of an EAP curriculum. Through presenting a case study of this story, I hope to provide one ‘exemplar’ (Shulman, 1986) of integrating pedagogic practice and theory to serve as a model for the future. In doing so, academic literacies can better meet both the practical and theoretical demands of 21st century teaching, learning and educational development. Paul BreenAssociation for Learning Development in Higher Education (ALDinHE)articleacademic literaciesEnglish for Academic Purposespedagogic researchcase study researchPre-sessional courses.Theory and practice of educationLB5-3640ENJournal of Learning Development in Higher Education, Iss 15 (2019)
institution	DOAJ
collection	DOAJ
language	EN
topic	academic literacies English for Academic Purposes pedagogic research case study research Pre-sessional courses. Theory and practice of education LB5-3640
spellingShingle	academic literacies English for Academic Purposes pedagogic research case study research Pre-sessional courses. Theory and practice of education LB5-3640 Paul Breen Positioning an academic literacies framework in an EAP context: case study of a university Pre-sessional course
description	Historically, there has been a strong element of crossover between English for Academic Purposes (EAP) and academic literacies approaches, as originally conceptualised by Lea and Street (1998). However, a recurring cause of concern for the latter has been its perceived lack of focus on pedagogy, with greater emphasis on construction of text (Lea, 2004). Lillis (2003) highlights another concern being the lack of ‘a design frame’ (Kress, 2000) which can harness synergy between theory and practice. As such, the strength of academic literacy from a theoretical perspective can simultaneously be an Achilles heel in its practical pedagogic application. Consequently, examples of sustained academic literacies approaches in practice are rare. This paper thus argues for EAP acting as a fulcrum between theory and practice and provides one instance of enacting academic literacies approaches in the practical context of a Pre-sessional course in a post-92 university. Therein academic literacies approaches have shaped the design and delivery of an EAP curriculum. Through presenting a case study of this story, I hope to provide one ‘exemplar’ (Shulman, 1986) of integrating pedagogic practice and theory to serve as a model for the future. In doing so, academic literacies can better meet both the practical and theoretical demands of 21st century teaching, learning and educational development.
format	article
author	Paul Breen
author_facet	Paul Breen
author_sort	Paul Breen
title	Positioning an academic literacies framework in an EAP context: case study of a university Pre-sessional course
title_short	Positioning an academic literacies framework in an EAP context: case study of a university Pre-sessional course
title_full	Positioning an academic literacies framework in an EAP context: case study of a university Pre-sessional course
title_fullStr	Positioning an academic literacies framework in an EAP context: case study of a university Pre-sessional course
title_full_unstemmed	Positioning an academic literacies framework in an EAP context: case study of a university Pre-sessional course
title_sort	positioning an academic literacies framework in an eap context: case study of a university pre-sessional course
publisher	Association for Learning Development in Higher Education (ALDinHE)
publishDate	2019
url	https://doaj.org/article/9c6407511a1d48f1adb96b599a1ecca3
work_keys_str_mv	AT paulbreen positioninganacademicliteraciesframeworkinaneapcontextcasestudyofauniversitypresessionalcourse
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Positioning an academic literacies framework in an EAP context: case study of a university Pre-sessional course

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