EAP: Issues and directions

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Why EAP is necessary: A survey of Hong Kong tertiary students (2007, background): “Given the centrality of needs analysis in EAP course and materials design (Flowerdew & Peacock, 2001; Hyland & Hamp-Lyons, 2002 ), it is perhaps not surprising that determining students’ needs and”
The Routledge Handbook of English for Academic Purposes (2016, methodology): “According to Hyland and Hamp-Lyons (2002), EAP was largely focussed on responding to the needs of academic disciplines and had not concerned itself with the wider socio-cultural implications of how EAP was implemented and for what ends.”
The Routledge handbook of English language teaching (2018, background): “Languages such as English or Spanish, as well as any other symbolic system (such as mathematics and music), are symbolic cultural artefacts; they are both content and tools for thinking processes in human beings.”
English for Specific Purposes: Teaching to Perceived Needs and Imagined Futures in Worlds of Work, Study, and Everyday Life (2006, background): “Another reason that texts and literacy have so often been the object of ESP research attention has to do with the dominance of EAP (see Johns & Dudley-Evans, 1991, and the Journal of English for Academic Purposes, especially its premiere issue, Hyland & Hamp-Lyons, 2002).”