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

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Perpustakaan FITK Pusat

Tersedia

• An academic literacies argument for decentralizing EAP provision

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