Skip to main content Accessibility help
×
Hostname: page-component-848d4c4894-v5vhk Total loading time: 0 Render date: 2024-07-05T18:18:33.047Z Has data issue: false hasContentIssue false

2 - Language use, language planning and EAP

Published online by Cambridge University Press:  05 October 2012

John Flowerdew
Affiliation:
City University of Hong Kong
Matthew Peacock
Affiliation:
City University of Hong Kong
Chris Kennedy
Affiliation:
University of Birmingham, UK
Get access

Summary

Introduction

In this article I will be looking at the current situation regarding the spread of English as an international language, the relationship of English with other languages, the attempt at intervention through language policy or language planning, and some of the implications of both the situation of language spread and of policy/planning for the practice of English for Academic Purposes or EAP.

I shall restrict the meaning of EAP to cover those educational activities in higher education, the purpose of which is the teaching and learning of the English language required by undergraduates, post-graduates and/or staff. Their subject of study is not the English language, which is a ‘carrier’ subject. They need English language and communication skills for access to subject knowledge or ‘content’, either, in the case of undergraduates and post-graduates, prior to their studies (‘pre-sessional’) or during them (‘in-sessional’). Such ‘content’ skills will cover the whole range of higher education curricula, in the sciences, humanities and social sciences.

I shall not be dealing with issues arising in EAP contexts at school level, interesting and important though this area is. I do not deal with language across the curriculum in bilingual education, for example, an area which is arguably a form of EAP. This activity is expanding as command of at least two languages, typically a first language and English as a working second language, is beginning to be perceived important and, by some, an expected part of social competence, particularly for those who can afford private education or who are dissatisfied with state provision (Brewster, 1999; Clegg, 1999).

Type
Chapter
Information
Publisher: Cambridge University Press
Print publication year: 2001

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

Save book to Kindle

To save this book to your Kindle, first ensure coreplatform@cambridge.org is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×