Chapter 6: Encouraging engagement, collaboration and research in EAP assessment
This chapter will:
• clarify the importance of collaboration and research in EAP assessment, as described by experts in the fi eld.
• describe some of the challenges experienced by EAP practitioners in the process of collaborating with colleagues and engaging with
research in EAP assessment. You will have the opportunity to:
• explore opportunities for collaboration with other EAP colleagues and teachers from different subject domains.
• familiarize yourself with a framework for research into EAP assessment.
Barriers and benefi ts through EAP and subject–teacher interaction
EAP and its teaching and assessment has made a transition from the periphery to become an important aspect of international student success in tertiary education (Hyland & Hamp- Lyons, 2002, pp. 2–3).
Despite the increased prominence of EAP, it should not be overlooked that contemporary opinions continue to differ concerning the role and status of EAP professionals within the university curriculum. Dudley-Evans and St John (1998) believe that working in conjunction with academic schools and departments has the potential to augment the professional status of EAP lecturers. On the other hand, this does not take into account the possible fl ip-side of such relationships, which risks the classifi cation of EAP professionals as support staff. This situation is described as ‘the butler’s stance’ by Raimes (1991), Bool & Luford (1999, pp. 29–35) and Hyland and Hamp- Lyons (2002, p. 6).
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Chapter 6: Encouraging engagement, collaboration and research in EAP assessment
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