Teachers in Transition: The Road to EAP

Phillip Martin (University of East Anglia, UK)
Copyright: © 2014 |Pages: 316
EISBN13: 9781466664296|DOI: 10.4018/978-1-4666-5990-2.ch012
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Abstract

This chapter explores the development of the identity of English teachers who have moved from General English teaching into the field of English for Academic Purposes (EAP). Many general TEFL teachers move into EAP as their teaching careers develop; however, contemporary TEFL initiation training courses, such as the CELTA, do not as a matter of course provide any sort of grounding for the shift in linguistic knowledge and classroom management skills required to successfully adapt to the requirements of the EAP classroom and its students. Since such initiation training courses often leave an indelible mark on the teaching styles of most practitioners (Alwright & Hanks, 2009), even teachers who go on to become fully TEFL qualified via a DELTA or Master's route may find the new demands of the EAP environment sometimes leave them reliant upon TEFL-orientated classroom protocols, only to find such approaches wholly inappropriate or ineffective on a skills-based syllabus.
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