An action research exploration of a critical approach to English for Academic Purposes (EAP)
| dc.contributor.advisor | Kristmanson, Paula | |
| dc.contributor.author | Van den Broeck, Chris | |
| dc.date.accessioned | 2024-02-27T14:58:53Z | |
| dc.date.available | 2024-02-27T14:58:53Z | |
| dc.date.issued | 2023-08 | |
| dc.description.abstract | As a method to better inform and improve practice, but also as a vehicle for affecting real change in the teaching and learning environment, participatory action research is a relevant and applicable methodology. This research study describes an action research project within the context of English for Academic Purposes (EAP) in a post-secondary classroom, where aspects of critical approach to second language pedagogy were explored. The research questions were: How would a critical approach to EAP (English for Academic Purposes) better inform my own teaching practices, and approaches to language teaching pedagogy, and what would the implications of a critical approach to EAP be for the learners? Through a theoretical framework of critical pedagogy, inquiry, and literacy, it was an aim of the study to examine whether EAP programmes might serve a dual purpose: to enhance language ability and proficiency in a way not usually approached in existing EAP curricula and texts, while potentially allowing for a deeper consideration of how EAP learners view themselves and their lived experiences within the academic discourse community. Through an exploration of these concepts, a more nuanced, meaningful understanding of the complex relationships between second language learners, their instructors, and the post-secondary institutions where they learn was sought. Furthermore, seeking a better understanding of my own teaching practice was also a primary aim of the research. Findings from research showed certain pedagogical and theoretical assumptions to teaching and learning in an EAP context, viewed through a critical lens to pedagogy, were validated; others were rejected or remained inconclusive. Potentials for further study, specifically in the domains of plurilingual pedagogies and pedagogical third spaces, are also discussed. | |
| dc.description.copyright | © Chris Van den Broeck, 2023 | |
| dc.format.extent | VI, 263 | |
| dc.format.medium | electronic | |
| dc.identifier.oclc | (OCoLC)1425891504 | en |
| dc.identifier.other | Thesis 11300 | en |
| dc.identifier.uri | https://unbscholar.lib.unb.ca/handle/1882/37721 | |
| dc.language.iso | en | |
| dc.publisher | University of New Brunswick | |
| dc.rights | http://purl.org/coar/access_right/c_abf2 | |
| dc.subject.discipline | Education | |
| dc.subject.lcsh | Social participation. | en |
| dc.subject.lcsh | Action research. | en |
| dc.subject.lcsh | Social sciences--Research. | en |
| dc.subject.lcsh | Language and languages--Study and teaching. | en |
| dc.title | An action research exploration of a critical approach to English for Academic Purposes (EAP) | |
| dc.type | doctoral thesis | |
| oaire.license.condition | other | |
| thesis.degree.discipline | Education | |
| thesis.degree.grantor | University of New Brunswick | |
| thesis.degree.level | doctorate | |
| thesis.degree.name | Ph.D. |