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Credit-Based Discipline Specific English for Academic Purposes Programmes in Higher Education

Revitalizing the profession

Geoff Millar

Janne Morton

Suzanne Fegan

University of Melbourne, Australia

In the UK, North America and Australia, credit-bearing discipline specific English for Academic Purposes (EAP) courses are seen as a challenge to remedial views of English as a Second Language and a key element in revitalizing a profession on the periphery of the institution. However, the EAP field has to confront not only institutional challenges to its acceptability as a discipline but also tensions within the field. In this article we examine the tensions which underpin current and future directions in the field, review the development of credit-based EAP courses in the US, UK and Australia, and illustrate our discussion with a case study from the University of Melbourne. We conclude by arguing that discipline specific credit-based EAP offers promising hope for the future of the EAP discipline in higher education, but that to achieve this end the field and practitioners need to find a position between critique of and accommodation to discipline specific content.

Key Words: content • credit • EAP • language • pragmatism

Arts and Humanities in Higher Education, Vol. 4, No. 3, 283-303 (2005)
DOI: 10.1177/1474022205056171


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