Critical English for Academic Purposes in Classroom

The main purpose of CEAP (Critical English for Academic Purposes) is to combine the practice and theory of EAP with critical pedagogy. Critical pedagogy is primarily concerned with the institutional relations of power. As part of the CEAP approach, EAP professionals are provided with a framework to develop a set of teaching practices that are theory-based, program structures, and curriculum practices.

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Table of Contents
Audience and Purpose......................................................................................................1
Introduction........................................................................................................................1
Theoretical Influences........................................................................................................2
Globalization for critical EAP.............................................................................................2
Traditional as well as critical needs analysis.....................................................................3
Conclusion.........................................................................................................................4
References.........................................................................................................................6

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Topic: Critical English for Academic Purposes have a positive impact in
the classroom setting
Audience and Purpose
The target audience for this research report is the students and the academic
officials who are involved with education.
The main purpose of this report is to study the importance of Critical English for
Academic Purposes (CEAP). This report states whether CEAP impacts the classroom
setting. The program coordinators, the curriculum designers or the instructors may feel
uneasy while encountering literature critical pedagogy. This study specifies all those
issues.
Introduction
CEAP (Critical English for Academic Purposes) mainly claims to combine the
practice and theory of EAP along with critical pedagogy. The critical pedagogy is mainly
concerned with all institutional relation of power. The CEAP approach helps the EAP
professionals by giving them a framework that negotiates all equitable as well as
teaching practices that are theory based, program structures, and curriculum practices
(Pennycook, 2017). This comes through a process that poses critical problem as well as
reflection. Using the lens of CEAP, there is a situated case that are to be analyzed
critically or do the right analysis that affords possibility for the study and also realizes
the program reform.

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Theoretical Influences
There are theoretical influences included that have reformed the EAP in 30
years. The theoretical includes applied linguistics, communicative language,
sociolinguistics, writing as the curriculum, genre studies, socio linguistics, linguistics,
and learning theory. Less emphasis has been given on the research and on theory
(Asoodar et al., 2016). The main emphasis is given on the curriculum and on the
instruction that leads English for Academic Purposes (EAP) specialists for raising
concern related the unquestioned assumptions that drives development of the
classroom materials and the activities involved.
The design and the teaching of EAP is pragmatic and is a response to all needs
that are present in the course involved in the academic institutions. There are two types
of training which involves English as a second language (ESL) and English as a Foreign
Language (EFL). In these studies, the students learn from their own environment. A
teacher of ESL is an instructor instead of being an educator (Leki, 2017). The facilitator
has an important role of negotiator as well as learning. EAP includes a form, institutional
process and cognitive processes.
Globalization for critical EAP
The critical EAP mainly broadens the lens of all academic purposes that takes
sociopolitical context of learning as well as teaching in account. The Critical English for
Academic Purposes overlooks all minimum requirements of the academic genre and the
classroom interactions (Parkinson & Musgrave, 2014). The CEAP explores the
relationship between EAP students and the complex teachers as well as social identities

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that are overlapped. This includes class, gender, age, race, ethnicity and many more.
The critical EAP includes the hierarchical arrangements in all societies as well as
institutions where there is EAP. This helps in examining the power relations as well as
the reciprocal relationships among different players as well as materials involved. There
is a necessity of social tum along with the contemporary globalization. This possibly
effects the classrooms and the institutions where the EAP is implemented.
Traditional as well as critical needs analysis
There is a concern that surrounds the pragmatic accommodation which is not
considered as critique in the field of EAP in practice (Asoodar et al., 2014). It can be
studies that EAP mainly includes pressure remain for the EAP programs as well as for
the students for conforming the linguistic and the academic demands implemented in
the class rooms and the institutions. This is done without questioning all merits as well
as the other end results of all such demands.
The prescription for the student accommodation is mainly determined via all the
processes that combines the present situation to that of the target situation are to be
analyzed. The analysis mainly compares the EAP of the students regarding present
linguistics, pragmatic competencies as well as academic learning to student’s
expectation. The expected competencies of the student for the target academic
language or the occupational contexts are also to be analyzed (Tanaka & Gilliland,
2017). Although there are also analysis methods that does not explicitly utilize all
terminology. There are similar type of objective that determines the expectation of the
students. The expectation of the students are mainly based on all different data sources
that are included. The expectation are limited to the interview of the stakeholders and

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the surveys that are being carried out. There are also course documents, workplace
observations, classroom or the student work that are considered as the student’s
expectation. Once the data are analyzed, there is a need of analyst design curriculum
which can helps the students approach or will meet the learning objectives that are data
driven.
To understand the target language, the target situation are needed for designing
the sound programs, and also needs analysts in an accomodationist paradigms (Weigle
& Malone, 2016). There are also risk situating students that includes a learning deficit
model. This mainly focuses on the teaching that are perceived for the developmental
levels, not to the student’s potentialities, student’s strengths as well as possibilities.
Giving emphasize on the lack of student and gap of student, the change locus
and the accommodation mainly resides in an individual learner. There is also an
orientation that includes bound to meritocratic ideology involved in the education
(Basturkmen, 2014). The ideology mainly situates all individual students to be a
responsible for the academic success or failures without the acknowledgement of the
stakeholders position roles, broader sociopolitical contexts, or the institutional structures
that mainly affects the performance of the students as well as marginalize the
subordinated groups that learns including the students of linguistic minority.
Conclusion
It can be concluded that the Critical English for Academic Purposes (CEAP) is
considered as an upcoming contribution in the discussion of future direction of EAP and
the ESP. The ideas of EAP is relevant to that of ESP movement. The critical EAP

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mainly widens all the lens for the academic purposes so that it takes the sociopolitical
context way of teaching as well as learning the account. The main aim of the pragmatic
of EAP is teaching the learners of English language the most dominant conventions,
skills as well as discourses so that it can successfully navigate all literacy demands of
the post-secondary institutions and the secondary institutions contexts. Some of them
may argue with the fact that pragmatic EAP consists all standard approaches of EAP
which mainly aims at preparing the students for targeting the situation that are in
demand. To question all these assumes the aim of EAP, with the critical applied
linguistics that are taken as an issue with the pragmatic framework.

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References
Asoodar, M., Atai, M. R., Vaezi, S., & Marandi, S. S. (2014). Examining effectiveness of
communities of practice in online English for academic purposes (EAP)
assessment in virtual classes. Computers & Education, 70, 291-300.
Asoodar, M., Marandi, S. S., Vaezi, S., & Desmet, P. (2016). Podcasting in a virtual
English for academic purposes course: Learner motivation. Interactive Learning
Environments, 24(4), 875-896.
Basturkmen, H. (2014). Ideas and options in English for specific purposes. Routledge.
Leki, I. (2017). Undergraduates in a second language: Challenges and complexities of
academic literacy development. Routledge.
Parkinson, J., & Musgrave, J. (2014). Development of noun phrase complexity in the
writing of English for Academic Purposes students. Journal of English for
Academic Purposes, 14, 48-59.
Pennycook, A. (2017). The cultural politics of English as an international language.
Routledge.
Tanaka, J., & Gilliland, B. (2017). Critical thinking instruction in English for academic
purposes writing courses: A dialectical thinking approach. TESOL Journal, 8(3),
657-674.
Weigle, S. C., & Malone, M. E. (2016). Assessment of English for academic purposes.
In The Routledge handbook of English for academic purposes (pp. 632-644).
Routledge.

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Caspary, M. D., Boothe, D., & Wickstrom, C. (2015). A Comparison of English for
Academic Purposes and English for Business Purposes for English Language
Learners. GATESOL In Action, 1(2).