Language and linguistics in EAP – Milada (Millie) Walkova – M.Walkova@leeds.ac.uk
I am currently working on two major scholarship projects. One is authoring a book on academic writing for EAP practitioners to be published by Bloomsbury. The other project is editing a volume on linguistics in EAP for the series New Perspectives for English for Academic Purposes (series editors: Alex Ding, Melinda Whong and Ian Bruce) published by Bloomsbury. See below for a short description of each book.
Teaching Academic Writing for EAP: Language Foundations for Practitioners
This book bridges the gap between theory and practice in the teaching of academic writing. Reviewing existing research on the language of academic writing and drawing respective pedagogical implications, the book focuses on the key issues of theoretical frameworks relevant to teaching academic writing, core written academic genres, the integration of language and content, textual organization and interaction, and formative feedback on writing. The book richly illustrates its key themes with authentic examples from student and expert writing, points out common myths and controversies in the teaching of academic writing, and identifies gaps in current research. To demonstrate how theoretical knowledge on academic writing can be applied in teaching practice, the book provides examples of suggested teaching activities for a variety of learner levels and contexts. The book serves as a comprehensive yet accessible guide for both novice and experienced EAP practitioners involved in the teaching and scholarship of academic writing.
Linguistic approaches in EAP: Expanding the discourse (for the series New Perspectives for English for Academic Purposes)
Linguistic research forms a substantial part of EAP knowledge base. This edited volume brings together researchers and practitioners who work in various linguistic frameworks and EAP contexts. It further extends existing linguistic research by applying theories and approaches and by investigating genres that have received little attention so far. The volume provides linguistic description of both student and expert genres and provides clear pedagogical implications. It will be of interest to practitioners, researchers and students of EAP, TESOL and applied linguistics.