Speakers
Abstract section 1: Relevance
Relevance: Although EAP programs have traditionally prioritized academic literacies and language proficiency, EAP stakeholdersincreasingly recognize that student success also depends on fostering the enabling skills that lead to opportunities for socialization, community engagement, and well-being beyond the classroom (Douglas et al., 2022). However, these dimensions are often underrepresented in EAP curricula and program goals (Boz et al., 2018). This study contributes scholar-practitioner-informed perspectives on how EAP programs can better support students’ holistic development and sense of belonging within institutional and community contexts.
Abstract section 2: Contribution/research questions
Research questions:
1. How do experienced EAP scholar-practitioners conceptualize program success in post-secondary EAP programs?
2. What are the elements of a successful EAP program?
Abstract section 3: Content/method
Method: Drawing on duoethnography (Lowe & Lawrence, 2020) and reflective practice (Farrell, 2024), two scholar-practitioners explored their experiences teaching and coordinating post-secondary EAP programs to obtain a more nuanced understanding of the elements that contribute to a successful program across different contexts. Thematic analysis (Saldaña, 2013) of artifacts, such as written reflections and conversation transcripts, provided a narrative account that illuminated shared assumptions, divergent insights, and evolving understandings of effective EAP programming.
Abstract section 4: Outcomes/results
Results: The assembled narratives provide deepening insight into how success is conceptualized in terms of EAP programs and their potential for facilitating students’ academic literacy, personal growth, and wider participation in campus and local communities. In particular, the dialogue revealed that in addition to traditional learning outcomes related to English language skills, learning strategies, and content knowledge, programs that intentionally create opportunities for localization, social engagement, intercultural understanding, and identity development may support academic growth, student well-being, and a sense of belonging, while creating a stronger community of practice facilitated by skilled and empathetic faculty.
Abstract section 5: References
References
Boz, U., Barrantes, L., & Tweedie, G. M. (2018). Second language socialization in higher
education: An exploratory case study. Journal of Educational Thought, 51(3), 361–
383. https://doi.org/10.11575/jet.v51i3.68274
Douglas, S. R., Landry, M. H., Doe, C., Chen, L. (2022). English for academic purposes student reflections: Factors related to their additional language socialization at a Canadian university. TESL Canada Journal, 39(1), 21–43. https://doi.org/10.18806/tesl.v39i1/1373
Farrell, T. S. (2024). Reflective practice for language teachers. British Council. https://www.teachingenglish.org.uk/sites/teacheng/files/2024-03/Farrell_Reflective_Practice_Final.pdf
Lowe, R. J., & Lawrence, L. (Eds.). (2020). Duoethnography in English language teaching: Research, reflection and classroom application. Multilingual Matters.
Saldaña, J. (2013). The coding manual for qualitative researchers (2nd ed.). Sage
| Title | Duoethnographic Reflections: Elements of EAP Program Success |
|---|---|
| Teaching Context | College and university education |