In this episode, Michelle talks to experienced EAP practitioners in Turkey who discuss challenges, institutional differences, and the evolving role of practitioners in their context. Guests discuss their routes into EAP, curriculum autonomy, professional development, and the impact of native speakerism. The conversation gives a vital glimpse into the need for context-sensitive resources and greater institutional support for EAP professionals in differing contexts.
Hosts:
Michelle Evans, University of Leeds
Laura Richards, University of Leeds
Guests:
Derya Alinmakas, MEF University (Istanbul, Turkey)
Yasemin Oral, Istanbul University-Cerrahpaşa (Istanbul, Turkey)
Simon Mumford, Izmir University of Economics (Izmir, Turkey)
References:
Topkaya, E. Z. and Çelik, H. (eds.) (2024). Teaching English for Academic Purposes : Theory into Practice. Springer Nature: Switzerland. https://doi.org/10.1007/978-3-031-72545-6
On the transition from EGP to EAP teacher
Campion, G. C. (2016). 'The learning never ends’: Exploring teachers’ views on the transition from General English to EAP. Journal of English for Academic Purposes, 23, 59–70. https://doi.org/10.1016/j.jeap.2016.06.003
On EAP teacher development
Fitzpatrick, D., Costley, T., & Tavakoli, P. (2022). Exploring EAP teachers’ expertise: Reflections on practice, pedagogy and professional development. Journal of English for Academic Purposes, 59, 101140. https://doi.org/10.1016/j.jeap.2022.101140
On EAP teacher identity reconstruction
Dikilitaş, K., & Mumford, S. (2023). Identity reconstruction through reflection and reflexivity: a new journey beyond the Ph.D. dissertation. Reflective Practice, 24(3), 265–278. https://doi.org/10.1080/14623943.2023.2170342
On the specific problems of EAP writing in Turkey
Özdemir-Yılmazer, M. (2022). Exploring students’ developing perception of writing in an EAP program of an English-medium university in Turkey. The Reading Matrix: An International Online Journal, 22(2).
On the benefits of writing up teacher research
Dikilitaş, K., & Mumford, S. E. (2016). Supporting the writing up of teacher research: Peer and mentor roles. ELT Journal, 70(4), 371–381. https://doi.org/10.1093/elt/ccw014
