Abstract
English-medium Instruction (EMI) in universities in non-English speaking communities such as Turkey brings advantages but also challenges. This chapter explores the curriculum, pedagogy, and standards with reference to the Turkish EAP context where students are placed in EMI universities and programs through a nationwide exam in which English plays no part. These universities employ a complex system of preparatory programs to ensure students, many starting at an elementary level, reach an appropriate English level within a limited time-period. How this level of English is defined and what English for academic purposes (EAP) entails in these contexts are moot issues. Concerns are raised as to whether, at entry to faculties, students and lecturers can sustain learning in the medium of English due to language levels, the common L1, a lack of pedagogical training for content lecturers, or a lack of general academic skills in the school population, or other such factors. The nature of general academic skills and the broader role of language instructors in EMI contexts are discussed, as is the role of assessment in EAP in this context. Fundamental to the development of effective EAP for EMI in non-Target language communities is the training of language and content instructors for which suggestions are made. The conclusion raises doubts about the capacity of systems currently in place in English-medium instructions to provide sustainable solutions to challenges being faced.
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O’Dwyer, J., Atlı, H.H. (2018). ESP/EAP in University Programs in a Non-target Language Community – Issues and Challenges. In: Kırkgöz, Y., Dikilitaş, K. (eds) Key Issues in English for Specific Purposes in Higher Education. English Language Education, vol 11. Springer, Cham. https://doi.org/10.1007/978-3-319-70214-8_16
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