English language education, especially in light of the status of English as present-day lingua franca, has become a prolific field of research, and no less prolific area of practical application internationally. Through a critical literature review, the current study addresses one of its most prominent subfields – English for Academic Purposes – with special emphasis on academic writing. We briefly touch upon its evolution and identify the terminological ambiguities involved in EAP conceptualization within the broader framework of ESP (English for Specific Purposes). By examining the changes that academic English is undergoing today due to the overwhelming influence of L2 speakers’ varieties (termed “similects” by Anna Mauranen), we elucidate how English as a Lingua Franca movement can benefit and enrich EAP pedagogic practice. We also discuss how EAP fits within the latest CEFR guidelines, paying close attention to mediating skills, critical thinking and integrative thinking skills, which, as we argue, need to be more extensively incorporated into academic writing instruction. We discuss the rationale and the methodological principles of English for Research Publication Purposes as a new offshoot of EAP, which combines genre-based instruction with the exploration of multiple non-linguistic issues, involved in academic publishing, such as interaction with editors and gatekeepers, choosing a suitable journal, navigating the review process. We hope to demonstrate that EAP teaching, and especially academic writing instruction, is in need of major revision to overcome the yawning gap that currently exists between theory and practice.
ENGLISH FOR ACADEMIC PURPOSES: KEEPING UP WITH THE TIMES
