Rethinking ESP Teaching in Higher Education
Springer International Publishing (Verlag)
978-3-032-17613-4 (ISBN)
- Noch nicht erschienen - erscheint am 25.04.2026
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This book proposes a shift in early higher education instruction, arguing that novice students should initially focus on mastering recurrent academic language functions such as defining, classifying, and explaining, rather than attempting to grasp complex, discipline-specific genres. Motivated by challenges such as the Bologna reform, the spread of English-Medium Instruction, and diverse student profiles, the authors suggest that this functional approach facilitates academic socialization. The central argument is that proficiency in these Cognitive Discourse Functions precedes the ability to construct comprehensive communicative events. The text provides an empirical exploration of Cognitive Discourse Functions emergence and realization in undergraduate writing across various disciplines. By focusing on the transition of students into expert roles, the research offers critical insights into academic literacy. The book advocates for prioritizing these functions to aid students' academic journey and will be valuable to ESP educators, researchers, and discourse analysis scholars interested in genre variation.
Nashwa Nashaat-Sobhy is an Associate Professor of Applied Linguistics at Universitat Poiltècnica de València, Spain, specializing in English for Specific and Academic Purposes. Her current research critically examines students' use of Cognitive Discourse Functions through the lens of Legitimation Code Theory, presented at international conferences and published in journals like TESOL Quarterly. She also contributes to national Content and Language Integrated Learning projects, focusing on content-rich, integrated learning, and is active in prominent research groups (GALE, UAM-CLIL, CLILNetLE).
María Luisa Carrió-Pastor is a Professor of Applied Linguistics at the Universitat Politècnica de València, Spain. She is a highly accomplished scholar with a prolific record, having presented over 150 papers at international conferences and served as a plenary speaker on numerous occasions. Her academic service is extensive, encompassing the management of Cambridge English examinations, holding positions on the executive committees of major linguistics associations, and organizing multiple international conferences. Furthermore, she serves as the editor of a Q2-ranked journal. Dr. Carrió-Pastor has demonstrated significant research output, evidenced by the editing of several books and the publication of over 140 research works in well-known journals and scientific editorials.
Chapter 1. Introduction.- Chapter 2. ESAP in International Higher Education: Unpacking Challenges.- Chapter 3. Approaches to teaching ESP /EAP: a SWOT ANALYSIS.- Chapter 4. Genres in ESAP.- Chapter 5. Issues in Genre.- Chapter 6. In search for a way forward.- Chapter 7. Exploring CDFs as a feature of academic discourse across disciplines.- Chapter 8. Points of convergence and divergence in the uses of CDFs across disciplines.- Chapter 9. New pathways.
| Erscheint lt. Verlag | 25.4.2026 |
|---|---|
| Zusatzinfo | Approx. 150 p. 17 illus. |
| Verlagsort | Cham |
| Sprache | englisch |
| Maße | 148 x 210 mm |
| Themenwelt | Schulbuch / Wörterbuch ► Wörterbuch / Fremdsprachen |
| Geisteswissenschaften ► Sprach- / Literaturwissenschaft ► Sprachwissenschaft | |
| Sozialwissenschaften ► Pädagogik | |
| Schlagworte | Cognitive Discourse Functions • Content and language integrated learning (CLIL) • English as a medium of instruction (EMI) • English for Academic Purposes (EAP) • English for Specific Purposes (ESP) • New Rhetoric • Systemic Functional Linguistics (SFL) |
| ISBN-10 | 3-032-17613-1 / 3032176131 |
| ISBN-13 | 978-3-032-17613-4 / 9783032176134 |
| Zustand | Neuware |
| Informationen gemäß Produktsicherheitsverordnung (GPSR) | |
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