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On evaluating the effectiveness of university-wide credit-bearing English language enhancement courses
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Professional Development for EMI: Exploring Taiwanese Lecturers’ Needs
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EMI Issues and Challenges in Asia-Pacific Higher Education: An Introduction
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EAP learners' structured reflections on self-development strategies: The design, implementation, and evaluation of a task for EAL university students
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Language specialists’ views on the academic language and learning abilities of English as an additional language postgraduate coursework students: towards an adjunct tutorial model
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Implementing a university-wide credit-bearing English language enhancement program: Issues emerging from practice
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Language specialists’ views on academic language and learning support mechanisms for EAL postgraduate coursework students: The case for adjunct tutorials
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The place of Benesch's critical English for academic purposes in the current practice of academic language and learning
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Abstract:
This paper discusses the central tenets of the theory of critical English for academic purposes (CEAP), with a focus on the work of Sarah Benesch. Her 2001 book, Critical English for Academic Purposes: Theory, Politics and Practice, attempted to highlight the compliant nature of EAP as an academic field, arguing against the view that its sole function is the enablement of student success in other disciplines. While Benesch accepts that assisting students in this way is important, she argues that EAP should also empower them to challenge and even change the education they receive. In addition to outlining and evaluating the theory (including dissenting views on it), this paper considers the potential for applying it in the Australian higher education context and gauges its impact to date by analysing three documents: a federal education department directive for EAP instruction, a peak EAP organisation's position statement, and a report on international student political activism in the national Australian press. ; Arts, Education & Law Group, School of Languages and Linguistics ; Full Text
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Keyword:
ESL and TESOL Curriculum and Pedagogy (excl. Maori); LOTE
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URL: http://hdl.handle.net/10072/64615
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Mandatory trialling of support services by international students: What they choose and how they reflect
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The application of discourse analysis to materials design for language teaching
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Orienting EFL teachers: Principles arising from an evaluation of an induction program in a Japanese university
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A scoping study of academic language and learning in the health sciences at Australian universities
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Tracking international students’ English proficiency over the first semester of undergraduate study
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Facilitating self-directed learning amongst international students of health sciences: The dual discourse of self-efficacy
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Reading discussion groups for teachers: connecting theory to practice
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A debate on the desired effects of output activities for extensive reading
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