What is EAP? — From Multiple Literacies to a Humanistic Paradigm Shift

Abstract

EAP researchers have proffered definitions of EAP; however, some of these are contradictory. Therefore, effectively defining the scope, aims, and pedagogy of EAP can prove problematic. This essay will extract the shared aspects from popular EAP approaches and then place them into the broader context of EAP development, language teaching and literacy history, and the changing history of the educational landscape. This will make it possible to thematise current EAP theories critically, to further defined the nature of EAP as a combination of multiple literacies, including academic literacy, disciplinary cultural literacy, critical literacy, and digital literacy. Without opportunities to experience the research process directly, the multiple literacies of EAP remain in the domain of classroom knowledge, failing to include preparation for the realities students will encounter when doing research. However, if EAP students, future academics, are well equipped with techniques for doing research and writing papers, but perform research to benefit themselves only, who will speak out for the needs of society? Therefore, in a Neo-liberalism influenced higher education society, EAP should not only be viewed as a utility but should stress the humanistic goals of academic research and the moral responsibilities of those who become academics. Current study suggests a theoretical and pedagogical shift bending towards humanistic EAP.