Over the past few months my thoughts and energy have been directed at co-researching and writing (with Gemma Campion*) a chapter on education and development for EAP practitioners to be published in the Routeledge Handbook of EAP (eds. Ken Hylands and Philip Shaw). This endeavour proved far more challenging and thought-provoking than I had imagined when first embarking on this project. In this post I want to briefly discuss just some of the challenges and questions that emerged during this process of researching and writing on teacher education and development.
There is a dearth of publications and research exploring EAP practitioner education and development by researchers, teacher educators and practitioners themselves and few (but growing in the UK) opportunities to study for specialist post-graduate qualifications in TEAP. The practitioner (especially in terms of education and development) is almost absent from the pages of JEAP (Journal of English for Academic Purposes). It would appear that practitioners are of only very minor interest to the discipline. Despite infrequent calls over the years for more attention to be paid to practitioners this has not translated into a substantive body of work. Why practitioners have solicited so little interest from the discipline remains a mystery and seems to confirm Belcher’s (2012:544) recent observation that the ‘community that ESP professionals know the least about is their own’.
This lack of interest by the discipline is not entirely reflected by the profession, at least in the guise of BALEAP, where there have been significant developments over the past 8 or 9 years to articulate, guide and standardise the competencies required to teach EAP. Initially, BALEAP developed a competency framework for teachers of English for Academic Purposes (CFTEAP) which has formed the foundations of a new and ambitious accreditation scheme. This accreditation scheme offers three levels of recognition; associate fellow, fellow, and senior fellow. Whilst this scheme appears to have been welcomed within the UK EAP community it is not without problems. The aim of this post (but possibly a future one) is not to dissect this scheme in detail but simply indicate some of the problems with it.
Much of the scheme relies of the orthodoxy of the reflection as the motor of development and education. Yet there are multiple meanings attached to reflection, reflection serves diverse educational and ideological ends and there are some serious concerns pertaining to the quality, significance and aims of reflective practices. Along with a lack of empirical evidence to demonstrate the effectiveness of reflective practices this would suggest greater caution in relying so heavily on reflection in this scheme.
There is a general preoccupation (obsession?) in the available literature on the inadequacies of the novice practitioner and how ill-prepared they are for teaching EAP. The novice is cast as ‘deficient’ and requiring induction and assimilation into existing practices and values. This stifles, partly through promoting and privileging ‘experience’ and learning from experienced colleagues, innovation and transformation whilst promoting reproduction of existing praxis. How EAP is to develop in this framework is unclear.
There is an emphasis on understanding and applying institutional values (and even then only in three restrictive areas; equality of opportunity, sustainability, and internationalisation) rather than encouraging practitioners to question and shape these values. In addition, the focus of these three values in unnecessarily restrictive and practitioners should participate in wider debates on the (effects of) commodification of education in a neoliberal world. Practitioners should, in my view, be questioning the range of ideologies and values that profoundly shape (rather than simply form the backdrop to) EAP as well as articulating their/our own values and responses to them. A much more sociologically-informed and reflexive emphasis is needed in education and development frameworks and courses if practitioners are to make a bigger impact on their worlds.
These are just three examples of issues that troubled me during the process of writing this chapter. More generally, during this process of researching and writing, I became (painfully) aware of just how parochial my perspective was/is: it is a very UK-centric perspective. Courses and development frameworks for practitioners all emanated from the UK and the UK perspective appears to dominate discourse on education and development. This raises serious questions about the relevance and pertinence of these courses and frameworks for those teaching EAP in other contexts (about which relatively little is published). A global perspective or multiple perspectives on education and development is simply unavailable at the present time and the UK perspective(s) risks shaping and dominating professional development and education at a time when much more recognition needs to be given to EAP enacted elsewhere in possibly very different and challenging contexts.
One way of reading the growth of interest in EAP practitioner development and education in the UK is as a response to both the expansion of EAP in the recent past as well as a desire to protect and promote the teaching of EAP (and practitioners): to promote greater professionalism within EAP in the UK in a period of expansion; and to seek greater recognition (and security) for EAP within the wider educational community. This comes at a time when the professional status and identity of practitioners is particularly fragile within the UK (EAP units have no settled ‘home’ within universities, out-sourcing of teaching to for-profit organisations is not increasingly common, pay and conditions vary greatly etc.).
I will return to this topic in the next couple of weeks but this just gives a flavour of some of the questions and issues I have been thinking about during this process of writing.
* the views expressed here are my own.