EAP curriculum alignment and social acculturation: student perceptions

The role of English as a second language (ESL) teachers and instruction as factors in student social and psychological acculturation is widely acknowledged. However, the function of English for Academic Purposes (EAP) is less well known in this regard, because research has focused largely on academi...

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Bibliographic Details
Published inTESL Canada journal Vol. 33; no. 1; pp. 41 - 57
Main Authors Tweedie, M. Gregory, Kim, Marcia
Format Journal Article
LanguageEnglish
Published Burnaby TESL Canada 22.12.2015
TESL Canada Federation
Subjects
Acculturation
Analysis
Barriers
Canada
College curriculum
College students
Cultural Awareness
Curriculum
Curriculum development
Educational research
English (Second Language)
English as a second language instruction
English for Academic Purposes
English for specific purposes
Foreign Countries
Foreign Students
Interviews
Language Teachers
Notetaking
Oral Language
Qualitative Research
Reading Skills
Second Language Instruction
Second Language Learning
Second language teachers
Semi Structured Interviews
Student Attitudes
Teaching methods
Undergraduate Students
Vocabulary Development
Writing Skills
Canada
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Summary:The role of English as a second language (ESL) teachers and instruction as factors in student social and psychological acculturation is widely acknowledged. However, the function of English for Academic Purposes (EAP) is less well known in this regard, because research has focused largely on academic acculturation. This qualitative study investigated the perceptions of curriculum alignment with undergraduate study by post-EAP learners (students who had successfully completed EAP and were registered in mainstream university programs). Semistructured interviews were conducted with 7 former EAP students from a range of faculties at a large Canadian university. Analysis of interview data highlighted social acculturation as a perceived need in EAP curriculum, as participants remarked on linguistic and cultural barriers faced while participating in university life post-EAP. The researchers argue that social acculturation is typically underrepresented in EAP curriculum, and may be inadvertently overlooked by instructors, curriculum planners, and program providers.
ISSN:0826-435X
1925-8917