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EAP) [Facebook group], 190

Aacademic field of study, 3–10, 43,

46, 193, 194, 196, 197, 203academic literacies (Ac Lits), 1, 2, 5,

61, 63, 66, 76–9, 82, 83, 98, 120, 125, 153, 206

anthropomorphism, 149Asociación Europea de Lenguas para

Fines Específicos (AELFE), 85n1, 180

Association Internationale de Linguistique Appliquée (AILA), 190

BBALEAP accreditation scheme

(BAS), 133, 184, 185BALEAP ResTES (Research Training

Event Series), 185BALEAP TEAP Accreditation

Scheme, 134, 136–40, 166, 185

blended EAP pofessionals (BLEAPs), 119

British Association of Lecturers in English for Academic Purposes (BALEAP), 59, 60, 62–4, 85n2, 101–3, 110, 126, 127, 132–40, 166, 181, 183–90

British Education Research Association (BERA), 190

butler stance, 9, 158

Index1

Note: Page numbers followed by ‘n’ refer to End notes.

234 Index

Ccommodification, 30, 33, 42, 62, 125,

130, 155, 156, 158, 180, 204Community of Practice (CoP), 110Competency Framework for Teachers

of English for Academic Purposes (CFTEAP), 5, 62, 63, 84, 95, 99, 134–7, 185

corporate agency, 159, 160, 186corpus linguistics, 5, 62, 66, 74–6,

82critical EAP, 2, 5, 62, 66, 79–83, 98,

120, 153, 165cultural capital, 122, 128–30, 140,

154, 161, 165, 166, 179, 198, 206

Ddiscourse community, 8, 45, 61, 64,

72, 79, 93, 102, 108–11, 125, 136, 153, 162, 164, 194, 196, 200, 202

discourse competence, 5–8, 35, 65, 67, 96–7, 112

discursive competencegeneric competence, 5, 73–5,

79, 82social competence, 67, 70, 79, 81textual competence, 5, 67, 70, 73,

75, 79, 195

EElitist Britain, 28English for General Academic

Purposes (EGAP), 57, 105, 197

English for Science and Technology (EST), 56

English for Specific Academic Purposes (ESAP), 57, 105

English for Specific Purposes (ESP), 54–61, 66, 71, 72, 82–4, 85n1, 94, 97, 103, 106, 109, 117, 121, 122, 132, 137, 138, 157, 180, 181

English-medium instruction (EMI), 64, 106

ESPecialist, 180Excellence for Research in Australia

(ERA), 20

Ffinancialization, 15, 16, 18–24, 34,

40, 43Future of Higher Education, The

(The Robbins Report), 34

GGeneral Agreement on Trade in

Services, The (GATS), 30, 31, 42

generic competence, 5, 67, 68, 73–5, 79, 82, 195

genre theory, 5, 66, 71–4, 110globalization, 13–46Groupe d'Étude et de Recherche en

Anglais de Spécialité (GERAS), 85n1, 180

Hhermeneutic narcissism, 150, 154

235 Index

IIbérica, 180initial teacher education (ITE), 2,

11, 195, 196

JJournal of English for Academic

Purposes (JEAP), 45, 61–6, 80, 132, 153, 163

LLanguage for Specific Purposes and

Professional Communication (LSPCA), 85, 181

linguicism, 32linguistic imperialism, 32

Mmarketization, 19–21, 24, 40, 43,

65, 124MA TESOL, 132McDonaldization, 42mission statements, 18, 23

Nneeds analyses, 2, 58, 78, 80, 82, 84,

96, 103neoliberalism, 13–46, 108, 140, 156,

158, 161, 187, 206new public management (NPM), 23,

24, 40norm circles, 180, 186, 188–91Norwegian Forum for English for

Academic Purposes (NFEAP), 85n1, 180

Oontic, 154, 163ontology, 120, 141, 154, 163, 188,

205Organisation for Economic

Cooperation and Development(OECD), The, 17, 18, 25, 27, 34

outsourcing, 41, 125

PPerformance-based Research

Funding (PBRF), 20place discourse community, 111practitioner development, 7, 99,

117–66, 185, 188, 189, 191, 195, 196, 198, 200

practitioner identity, 1–11, 13, 40, 45, 93, 117–19, 140, 145, 154, 158, 161, 193–207

present situation analysis. See target situation analysis

privatization, 15, 16, 29, 30, 41, 108, 166, 187, 204

professional issues meetings (PIMS), 59, 60, 64, 85n2, 101–3, 132, 185

Project Atlas, 31

Rreflective practice

reflection-in-action, 143, 148reflection-on-action, 143

reflective researcher, 144reflexivity, 131, 142, 150, 158, 160,

161, 206

236 Index

registercontext of situation, 69, 73field, tenor, mode, 69, 73

register analysis, 56, 70, 73, 74, 82relativistic ontology, 149Research Excellence Framework

(REF), 20rights analysis, 80

Ssafe spaces, 36–8scholarship of teaching and learning

(SoTL), 11, 111, 195social competence, 67, 70, 79, 81social realism, 65Special English Language Materials

for Overseas University Students (SELMOUS), 57–9, 185

support service, 3–9, 35–8, 41, 43, 45, 105, 107, 194, 196–8

systemic functional linguistics (SFL), 2, 5, 66, 68–71, 74, 78, 79, 82, 98, 110

Ttarget situation analysis, 97, 197teachers of EAP (TEAPS), 43, 119,

132

Teaching English to Speakers of Other Languages (TESOL), 3, 7, 11, 44, 55, 60, 65, 84n1, 93–106, 109, 130, 140, 144, 147, 156, 180, 194–6, 198, 205, 206, 207n1

textography, 72, 74textual competence, 5, 67, 70, 73,

75, 82, 195theme and rheme, 70therapeutic education, 35therapeutism, 14, 29, 35–9transformative agenda, 120transformative practice, 79transformative practitioner, 120,

121trigger warning, 37, 38

Uunderemployment, 27UNESCO, 18

Wwide-angle ESP, 57World Bank, The, 17, 18, 25World Trade Organisation, The

(WTO), 30Writing in the Disciplines (WID),

66, 85n3, 105–6