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Chinese Teachers' Perception of How TESOL Differs from Teaching INDONESIAN JOURNAL OF APPLIED LINGUISTICS Vol. 10 No. 2, September 2020, pp. 562-570 Available online at: https://ejournal.upi.edu/index.php/IJAL/article/view/28609 https://doi.org/10.17509/ijal.v10i2.28609 Chinese teachers’ perception of how TESOL differs from teaching EAP Yulong Li1, and Lixun Wang2* 1 Faculty of Faculty of Humanities and Social Sciences, City University of Macau, Macau SAR, China 2 Department of Linguistics and Modern Language Studies, The Education University of Hong Kong, Hong Kong SAR, China ABSTRACT The last two decades have witnessed a prolific increase in academic activity in the study of English for Academic Purposes (EAP). Many teachers who were trained for Teaching English to Speakers of Other Languages (TESOL) have been required to teach EAP. TESOL and EAP are two different concepts and teachers transitioning from TESOL to teaching EAP may encounter many difficulties. However, little research has been carried out in this area, particularly beyond the context of the UK. Helping teachers to clarify their perceptions of TESOL and EAP is the first step to facilitate this transition. The present study aims to facilitate Chinese university teachers’ pedagogical transitions from TESOL to teaching EAP by clarifying teachers’ own understanding of these two concepts and by outlining how several different factors contribute to their EAP conceptualisation. By using a multiple case study methodology, the current research has revealed that the investigated teachers’ perceptions of EAP comprised eclectic theories, which overlap with some current EAP literature. Facing a somewhat unethical research culture in China, some teachers added moral rubrics into their EAP concepts as reminders to their students. The teachers reported that TESOL and EAP diverged in discourses and commissions: EAP is more student empowering, but TESOL is more humanistic. Keywords: EAP; EAP teacher development; pedagogical transition; TESOL First Received: Revised: Accepted: 4 July 2019 4 April 2020 21 July 2020 Final Proof Received: Published: 20 September 2020 30 September 2020 How to cite (in APA style): Li, Y. & Wang, L. (2020). Chinese teachers’ perception of how TESOL differs from teaching EAP. Indonesian Journal of Applied Linguistics, 10(2), 562-570. https://doi.org/10.17509/ijal.v10i2.28609 INTRODUCTION the Shanghai Education Bureau in establishing a Academic activity in the study of English for first EAP language policy for local universities (Li Academic Purposes (EAP) has been increasing in & Wang, 2018a). Consequently, Chinese TESOL the last 20 years (Thompson & Diani, 2015). teachers are increasingly being required to transition Consequently, many Teaching English to Speakers to EAP teaching. However, few studies have of Other Languages (TESOL) teachers have become explored these Chinese teachers’ perceptions of EAP teachers of EAP (Ding & Campion, 2016). However, and its differences with TESOL. According to empirical studies of the TESOL teachers’ transition Alexander (2012), teachers transitioning from to EAP are both limited and UK-centric (Ding & TESOL to EAP teaching will benefit from the Bruce, 2017). In Chinese academia, due to the clarifications of their perception of these two increased English proficiency among university different concepts. Nevertheless, studies regarding students, many scholars have advocated teaching EAP practitioners are not many (Ding & Bruce, EAP instead of the original TESOL syllabus in 2017), not to mention teachers who undergo a tertiary institutions (see Cai, 2017; Zhao & Yu, transition from teaching TESOL to EAP. As Ding 2017). These scholars have foregrounded the role of and Campion (2016) stressed EAP teachers are a * Corresponding Author Email: [email protected] 562 Indonesian Journal of Applied Linguistics, 10(2), September 2020 heterogeneous community with various background, the academic world, a world that EAP students a study of EAP teachers in China as the current aspire to enter, or which they are already trying to research will make contribution to the EAP navigate their way through. However, it needs to be community. Bruce (2017, p.6) welcomes the emphasised that the focus of EAP is not just on language as the linguistic trace of a discourse broadest possible input from different knowledge process, but rather it is the whole discourse process, communities, when EAP becomes a continually including the language, that is under consideration fast-growing field, just as he says: in EAP courses. This discourse process will include EAP is now over 40 years old, and it is crucial that such influences on language use as context-related its practitioner knowledge base continues to develop practices and expectations (including ideology), and that it remains relevant through an ongoing disciplinary epistemology and the forms of the process of critique, renewal and the exploration of conventionalised genres used for public new ideas, with the broadest possible community communication, both through writing and speaking. engagement in this process. In contrast to TESOL, EAP aims to develop The relationship between TESOL and EAP students’ discursive competence (Bhatia, 2004) in Deriving from a same umbrella term of English academia, particularly reading and writing (Ding & Language Teaching (ELT), TESOL (Canagarajah, Bruce, 2017). Therefore, TESOL’s and EAP’s 2006) and EAP (Hutchinson & Waters, 1987) dichotomy generally resides in their unique gradually developed into two independent fields, in pedagogical goals and commitments (Ding & Bruce, which their practitioners stipulated their code of 2017). practices and teacher competencies, as follows: the Despite the differences, the concepts of Competency Framework for Teachers of English for TESOL and EAP also overlap. Canagarajah (2006) Academic Purposes (CFTEAP) for EAP, and the even categorised EAP as an approach in TESOL. TESOL Guideline for Developing EFL Professional Some essential methods in EAP, such as contrastive Teaching Standards that was issued by TESOL rhetoric and genre analysis, were ascribed by International Association. Specialised journals were Canagarajah (2016) as TESOL’s literacy methods. also established for their respective fields, such as Even in TESOL, the voice of the practitioners the Journal of English for Academic Purposes, and should understand that disciplinary language and TESOL Quarterly. This division epitomised the meaning-making is still emerging (Dafouz et al., differences between the two fields. 2018), which is also a call of knowing disciplinary Although the meaning of TESOL is self- specificity in EAP (Hyland, 2006). What is evident, the subject has been influenced and noteworthy is that there was almost no fixed reoriented by different paradigms and pedagogical standard entering the EAP teaching industry, those trajectories (Canagarajah, 2006, 2016) and this has holding degrees and those holding certificates in made TESOL more inclusive, rendering any TESOL were both allowed to teach EAP (Ding & attempts to define it reductive (Ding & Bruce, 2017). Campion, 2016). Generally speaking, TESOL aims to improve the students’ English communicative competence, Lack of studies regarding teachers’ transitioning particularly in their listening, speaking, reading, and from TESOL to EAP teaching writing proficiency (Bruce, 2017; Ding & Bruce, Despite the possible similarities and differences, 2017). EAP, once deemed as a sub-branch of ESP some teachers with TESOL background faced (English for Special Purposes), is now outgrowing challenges in transitioning to EAP teaching. its origin, both in scale and significance Alexander (2012, 2013) and her colleagues from (Basturkmen & Wette, 2016). Similar to TESOL, Heriot-Watt University in Edinburgh were asked to EAP draws from various theories (Hyland & Shaw, switch from communicative language teaching 2016), including register analysis, genre analysis, (CLT), a method in the field of TESOL, to teaching systematic functional linguistics, corpus linguistics, EAP, without prior teacher training. By using semi- writing in disciplines, critical theories, academic structured interviews and online questionnaires, literacies, and new literacies (de Chazal, 2014; Ding Alexander (2012) found that many teachers felt & Bruce, 2017; Flowerdew & Peacock, 2001). resistant to change due to their feeling of being Scholars in EAP have constantly updated the term: deprived of the accumulated expertise and “most definitions of EAP tend to…involving confidence in teaching Oral-English as in CLT. (involve) reformulations of earlier descriptions of In contrast, Campion ( 2016) reported that CLT the field and the range of knowledge that it was facilitated the TESOL teachers in their transition. At thought to include during different periods of its the University of Nottingham, Campion (2016) used developments” (Bruce, 2017, p. 1). Based on the semi-structured interviews inquiring into six EAP predecessors’ theories, Bruce (2017, p.2) teachers’ transitions; five of them were TESOL conceptualised EAP as follows: teachers before starting to teach EAP. The study showed that the teachers’ TESOL background, EAP, therefore, is concerned with language as it is particularly their experiences in using CLT, embedded in the practices, discourses and texts of facilitated their transition from TESOL to EAP Copyright © 2020, authors, e-ISSN: 2502-6747, p-ISSN: 2301-9468 563 Indonesian Journal of Applied Linguistics, 10(2), September 2020 teaching, while the challenge that they faced came 100). from the students’
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