34.316, Calls: Applied Linguistics / EuroAmerican Journal of Applied Linguistics and Languages (Jrnl)

[The LINGUIST List]

LINGUIST List: Vol-34-316. Fri Jan 27 2023. ISSN: 1069 - 4875.

Subject: 34.316, Calls:  Applied Linguistics / EuroAmerican Journal of Applied Linguistics and Languages (Jrnl)

Moderators:

Editor for this issue: Sarah Goldfinch <sgoldfinch at linguistlist.org>
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Date: Fri, 27 Jan 2023 22:12:20
From: Laura Di Ferrante [laura.diferrante at unimi.it]
Subject: Applied Linguistics / EuroAmerican Journal of Applied Linguistics and Languages (Jrnl)

 
Full Title: EuroAmerican Journal of Applied Linguistics and Languages 


Linguistic Field(s): Applied Linguistics 

Subject Language(s): English (eng)

Call Deadline: 20-Apr-2023 

Call for Papers: 

English for Academic Purposes (EAP): new frontiers in learning to write in
English

Guest Editors: 
Laura Pinnavaia, University of Milan
Annalisa Zanola, University of Brescia

Research into English for Academic Purposes (EAP) has expanded enormously in
the last decades, owing to the burgeoning use of English for professional
reasons, as well as for the concerted interest EAP has attracted in higher and
further education courses for native speakers and non-native speakers of
English worldwide (see among others Alexander, Argent, & Spencer (2008);
Basturkmen (2006); Dudley-Evans & St. John (1998); Hyland (2006); Jordan
(1997); McDonough (2005); Richards & Farrell (2005)). Stemming principally
from English for Specific Purposes (ESP), in the last few years EAP has
obtained its own space as a highly skill-based area of language study that can
be examined at different degrees of specificity, more generally as English for
General Academic Purposes (EGAP), or in greater detail as English for Specific
Academic Purposes (ESAP).
Among the four skills that EAP has traditionally featured, writing is still in
need of great attention. Learners of English at university level have indeed
great difficulty in writing in English. Besides the cultural differences,
difficulties are enhanced by the failure to provide targeted and
well-structured lessons aimed to help learners how to write in academic
English. Writing still seems to be treated as a trial-and-error exercise, with
the illusion that sooner or later students will simply pick it up. It is our
firm belief that this cannot be.  As Bourdieu and Passeron (1994, p. 8) have
pointed out, “no-one speaks (or writes) academic English as a first language,
therefore everyone needs to learn it.” More concerted action should therefore
go into studying the possible strategies necessary to make writing a less
frustrating task for English learners.
In the attempt to promote this idea, we would like to invite contributions to
a special issue on writing in EAP that present cutting-edge research within
this area of language teaching. We envision papers that fall in three areas:
the use, the knowledge, and the cultural aspects of English (Gillett, 1989) as
they relate to the teaching and learning of academic writing. Disciplinary
variation in EAP has received considerable attention in theory (that is,
knowledge) more than in the practice (or use) of designing, implementing and
teaching culturally-bounded programmes. Yet, in the context of English as a
global language, some of the greatest challenges for non-native English
speakers are the quality of written specialised communication, good
understanding of the communicative context, as well as the appropriate
professional register and style (Zanola, 2023, p. 29). Moreover, EAP is
becoming a unique gateway to both English for Occupational Purposes (EOP) and
English for Professional Purposes (EPP), and “multinational corporations need
ways of ensuring that the workplace English demands of their operations in
non-English speaking situations are being met” (Hamp-Lyons & Lockwood, 2009,
p. 150). Dissatisfaction on the side of the students is also signalled, as
most learners need “help in handling generic realizations of professionally
driven discourses, some of which have an academic orientation, others being
related to workplace contexts” (Bhatia & Bremner, 2012, p. 419): the
perception of their teachers generally reinforce and complement this
statement.
All submissions should be related to language pedagogy and either be
research-based papers providing data and analysis or theoretical papers
building on previous research and offer new perspectives. Also, regardless of
the approach, all the articles need to have broader implication for the field.




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