Abstract
This chapter reexamines the recurring question of the place of ESP practitioners within academia. I address this important question through the lens of team teaching. Specifically, I consider how interdisciplinary team teaching might open up the professional landscape for ESP practitioners to new opportunities. After defining interdisciplinary team teaching, I will provide a rationale for its use in EAP. Next, I introduce a specific model known as Collaborative Interdisciplinary Team Teaching (CITT). I describe an actual case of interdisciplinary team teaching practice in EAP through the CITT model, together with selected challenges and opportunities it presents to students, teachers, and administrators. The chapter concludes with reflections on how interdisciplinary team teaching might help to raise the status of ESP in the university community at large. Information in the chapter is based on 15 years of experiential and research-based knowledge accumulated through my personal engagement with interdisciplinary team teaching.
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