When language is seen as separate from content and is assigned to EAP departments to be fixed 'EAP teaching becomes a pharmakon, a scapegoat for when students are failing to communicate, a poison in perpetuating myths around language as being easily fixed and isolated from academic thought processes and only a remedy as a placebo, providing confidence and emotional "sticking plasters" to students without treating the much more complex cause of their difficulties'. Bond, B. (2020) Making Language Visible in the University: English for Academic Purposes and Internationalisation. Multilingual Matters.

Resources:

'Scoop.it' set of EAP resources curated by Steve Kirk

Andy Gillet - UEfAP

Univeristy of Southampton eLanguages EAP toolkit

Book Reviews - BALEAP

Websites for English (or other language) for Academic Purposes - BALEAP

Hyland, K. (2016 ) English for Academic Purposes: an Advanced Resource Book. Routledge. (free to download) 'A ... key question concerning the nature ofEAP focuses on what diverse disciplinary expectations mean in practice for teachers and students. The question is whether we regard EAP as essentially skills-based, text-based or practice-based and, as a result, ask what EAP actually is. In other words, it touches on how we should understand EAP’s role in the academy, on its status as an academic subject, on its relation to the disciplines and on the assumptions which underlie instruction.'

Bibliography:

Adenorff, H., & M. Blackie (forthcoming, 2020). Decolonizing the science curriculum: When good intentions are not enough. In C. Winberg, S. McKenna and K. Wilmot (Eds), Building Knowledge in Higher Education: Enhancing teaching and learning with Legitimation Code Theory. Routledge.

Ashwin, P. (2019). Knowledge is power: the purpose of quality teaching. WONKHE. 16 June 2019.https://wonkhe.com/blogs/knowledge-is-power-the-purpose-of-quality-teaching/.

Barnett, R. (2004) Learning for an unknown future, Higher Education Research and Development, 23(3), 247–260.

Bernstein, B. (2000). Pedagogy, symbolic control, and identity: Theory, research, critique (revised ed.). Rowman & Littlefield.

Bhaskar, R. (2008). A realist theory of science. New York, NY: Routledge. (Original work published 1975).

Brewer, S. Standring, A., Stansfield, G. (eds.) (2019) 'In-sessional English for Academic Purposes'. Papers from the Professional Issues Meeting , London School of Economics 19 March 2016. Online. This collection of papers on In-sessional teaching of EAP is drawn from a Professional Issues Meeting (PIM) held at London School of Economics on 19 March 2016 and is edited by Sarah Brewer, Alison Standring and Gemma Stansfield with an Introduction by Ursula Wingate.

Brooke, M., Monbec, L., & Tilakaratna, N. (2019). The analytical lens: developing undergraduate students’ critical dispositions in undergraduate EAP writing courses. Teaching in Higher Education, 24(3), 428-443.

Bruce, I. (2017) EAP. Presented at the BALEAP ResTES – Knowledge and the EAP Practitioner, https://teachingeap.files.wordpress.com/2017/01/ian-bruce-baleap-restes-paper-january-28.pdf

Bruce, I. (2015) Theory and concepts of English for academic purposes. New York: Palgrave Macmillan. (Copy in the Library)

Bruce, I (2005) 'Syllabus Design for general EAP writing courses: A cognitive approach'. Journal of English for Academic Purposes (4), pp 239-256

Clarence, S. (2016) 'Exploring the nature of disciplinary teaching and learning using legitimation code theory semantics'. Teaching in Higher Education, 21(2), 123–37.

Coffin, C., & Donohue, J. (2014). A language as social semiotic based approach to teaching and learning in higher education. John Wiley & Sons Inc.

Cowley-Haselden, S. and Monbec, L. (2019) Emancipating Ourselves from Mental Slavery: Affording Knowledge in our Practice. In Gillway, M. (Ed), Proceedings of the 2017 BALEAP Conference: Addressing the state of the union: Working together = learning together (pp. 39-46). Garnet Education.

Custance, B., B. Dare, & J. Polias (2017). Teaching ESL students in mainstream classrooms: Language in learning across the curriculum. 4^th Edition. Lexis Education.

Dall’Alba, G., & Barnacle, R. (2007). An ontological turn for higher education. Studies in higher education, 32(6), 679-691.

Ding, A. (2016). Challenging scholarship: A thought piece. The Language Scholar, 6-18. Available at https://languagescholar.leeds.ac.uk/challenging-scholarship-a-thought-piece/

Ding, A., & Bruce, I. (2017). The English for academic purposes practitioner: Operating on the edge of academia. London: Palgrave Macmillan.

Ding, A. (2019) The Discursive Construction of EAP: Affirming Key Concepts and Values. In Teaching EAP. Available at https://teachingeap.wordpress.com/2019/10/21/the-discursive-construction-of-eap-affirming-key-concepts-and-values/

Doughty and Williams (Eds.) (1998) Focus on form in classroom Second Language Acquisition, CUP.

Fataar, A. (2019) ‘Towards a pathway to pursue knowledge in the South African higher education laboratory’. Researching knowledge, decolonisation and the quest for inclusivity and social justice. Panel discussion. Third International Legitimation Code Theory Conference, University of the Witwatersrand, Johannesburg, South Africa, 4 July 2019.https://www.youtube.com/watch?v=SK9eQ3Lk_9M&t=1212s

Flowerdew and Peacock (Eds.) (2001) Research perspectives on English for Academic Purposes, CUP

Hadley, G. (2016) English for EAP in Neoliberal Universities: A Critical Grounded Theory. Springer.

Halliday, M.A. (1993). Towards a language-based theory of learning. Linguistics and Education, 5(2), 93–116.

Hood, S. (2011). Writing discipline: Comparing inscriptions of knowledge and knowers in academic writing. In F. Christie, & K. Maton (Eds.), Disciplinarity: Functional Linguistic and Sociological Perspectives (pp. 106-128). Continuum.

Hyland, K. (2004). Disciplinary discourses: Social interactions in academic writing. University of Michigan Press.

Hyland, K. (2005). Stance and engagement: A model of interaction in academic discourse. Discourse Studies, 7(2), 173-192.

Hyland (2006) English for Academic Purposes: An advanced resource book, Routledge

Hyland, K. (2018) 'Sympathy for the Devil? A Defence of EAP'. Language Teacher, 51.3, 383–399 doi:10.1017/S0261444818000101

Hyland, K., and Shaw (eds.) (2016) Routledge Handbook of EAP.

Kirk, S. (2017). Waves of reflection: Seeing knowledges in academic writing. In J. Kemp (Ed.), EAP in a rapidly changing landscape: Issues, challenges and solutions. Proceedings of the 2015 BALEAP Conference. Garnet.

Kirk, S. (2018). Enacting the curriculum in English for academic purposes: A legitimation code theory analysis (Doctoral thesis). Durham University. Available at Durham E-Theses Online: http://etheses.dur.ac.uk/12942/

Kirk, S. (2019) Knowledge-oriented perspectives on EAP: Some tools for thinking and practice (an expanded version of the opening talk given at the ‘Knowledge in EAP’ BALEAP Professional Issues Meeting (PIM), University of Northampton, 22 June 2019).

Kirk, S. (2017) 'Waves of Reflection: seeing knowledges in academic writing' (Draft). Available at: https://www.researchgate.net/publication/310166189_Waves_of_Reflection_seeing_knowledges_in_academic_writing_Draft

Kuteeva, M., & Negretti, R. (2016). Graduate students' genre knowledge and perceived disciplinary practices: Creating a research space across disciplines. English for Specific Purposes, 41, 36- 49.

Macnaught, L., Maton, K., Martin, J.R., & Matruglio, E. (2013). Jointly constructing semantic waves: Implications for teacher training. Linguistics and Education, 24(1), 50–63.

Martin, J. R. (2007). Construing knowledge: A functional linguistic perspective. In F. Christie & J. R. Martin (Eds.), Language, knowledge and pedagogy: Functional linguistic and sociological perspectives (pp. 34-64). Continuum.

Martin, J. R. (2011). Bridging troubled waters: Interdisciplinarity and what makes it stick. In F. Christie, & K. Maton (Eds.), Disciplinarity: Functional Linguistic and Sociological Perspectives (pp. 35-61). Continuum.

Maton, K. (2007). Knowledge-knower structures in intellectual and educational fields. In F. Christie & J.R. Martin (Eds.), Language, knowledge and pedagogy: Functional linguistic and sociological perspectives (pp. 87–108). Bloomsbury Publishing.

Maton, K. (2009). Cumulative and segmented learning: Exploring the role of curriculum structures in knowledge-building, British Journal of Sociology of Education, 30(1), 43–57.

Maton, K. (2010a). Analysing knowledge claims and practices: Languages of legitimation. In K. Maton & R. Moore (Eds.), Social realism, knowledge and the sociology of education: Coalitions of the mind (pp. 35–59). Continuum.

Maton, K. (2010b) Progress and canons in the arts and humanities: Knowers and gazes. In K. Maton and R. Moore (Eds), Social Realism, Knowledge and the Sociology of Education. Continuum.

Maton, K. (2013). Making semantic waves: A key to cumulative knowledge-building. Linguistics and Education, 24(1), 8–22.

Maton, K. (2014). Knowledge & knowers: Towards a realist sociology of education. Routledge. 17

Maton, K., Hood, S., & Shay, S. (Eds.). (2016). Knowledge-building: Educational studies in legitimation code theory. Routledge.

Maton, K., & Howard, S.K. (2018). Taking autonomy tours: A key to integrative knowledge-building. LCT Centre Occasional Paper 1(June), 1–35.

Monbec, L. (2018). Designing an EAP curriculum for transfer: A focus on knowledge. Journal of Academic Language and Learning, 12(2), A88-A101.

Muller, J. (2007) ‘On splitting hairs: Hierarchy, knowledge and the school curriculum’, in F. Christie and J. Martin (Eds), Language, Knowledge and Pedagogy. Continuum.

Popper, K. R. (1972). Objective knowledge: An evolutionary approach. Oxford University Press. Rata, E. (2019). Knowledge-rich teaching: A model of curriculum design coherence. British Educational Research Journal.

Shay, S. (2012) Conceptualizing curriculum differentiation in higher education: A sociology of knowledge point of view British Journal of Sociology of Education, 34(4): 563–82.

Shay, S., & Steyn, D. (2016). Enabling knowledge progression in vocational curricula: Design as a case study. In K. Maton, S. Hood & S. Shay (Eds.), Knowledge-building: Educational studies in legitimation code theory (pp. 138–157). Routledge.

Swales, J. (1990). Genre analysis: English in academic and research settings. Cambridge University Press.

Swales, J. M., & Feak, C. B. (2012). Academic writing for graduate students: Essential tasks and skills (Vol. 1). 3^nd Edition. University of Michigan Press.

Szenes, E., Tilakaratna, N., & Maton, K. (2015). The knowledge practices of critical thinking. In The Palgrave handbook of critical thinking in higher education (pp. 573-591). Palgrave Macmillan.

Webster, E. (2015) 'Critical thinking and EAP writing: A meta-synthesis of research on teaching approaches to critical thinking in the EAP writing class'. Master's dissertaion. Available at: https://www.baleap.org/wp-content/uploads/2016/01/Eilidh-Webster.pdf (really useful bibliography on criticality)

Wheelahan, L. (2010). Competency-based training, powerful knowledge and the working class. In K. Maton & R. Moore (Eds.), Social realism, knowledge and the sociology of education: Coalitions of the mind (pp. 100–116). Continuum.

Wignell, P. (2007). Vertical and horizontal discourse and the social sciences. In F. Christie, & J. R. Martin (Eds.), Language, knowledge and pedagogy: Functional linguistic and sociological perspectives (pp. 184-204). Cassell.

Young, M. (2008) Bringing Knowledge Back In: From social constructivism to social realism. Routledge.