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University EAP in Mainland China: A Critical Perspective

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As the title suggests, this paper explores the continuing value of EAP in Mainland China’s TEFL macro-context in the 21st century from a critical perspective. It starts off by analyzing the increasing demand for academic English in higher education worldwide. Then it moves on to investigate the definition and three critical theoretical underpinnings of university EAP, which distinguish it from general English and other forms of traditional English teaching. The growing trend of integrating rights analysis in the pedagogical practices of university EAP is further discussed to reinforce traditional needs analysis in language education. It ends with a summary of the pedagogical implications of integrating critical language pedagogy in university EAP teaching to open new opportunities for the field from both domestic and international perspectives.

References


Aronowitz, S. & Giroux, H. A. (1985). Education under siege. Philadelphia: Bergin & Harvey.
Benesch, S. (2001). Critical English for academic purposes: Theory, politics, and practice. NJ: Lawrence Erlbaum Associates, Inc.
Cai, J. (2012). A way out for EFL at tertiary level education in Mainland China. Shanghai: Shanghai Jiao Tong University Press
Cai, J., & Chen, N. (2013). ESP needs analysis in the internationalization of higher education. Computer-Assisted Foreign Language Education, 153, 3-9.
Crawford, L. M. (1978). Paulo Freire's philosophy: Derivation of curricular principles and their application to second language curriculum design. Unpublished doctoral dissertation, University of Minnesota.

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