We are delighted to announce the publication of this new academic journal: International Journal of English for Academic Purposes: Research and Practice. It is a peer-reviewed platform for open access publication. The aim of the journal is to publish on both practice and research in the field of English for Academic Purposes (EAP). The focus of the journal is the investigation of principles and practices in English-language learning and teaching for academic purposes, such as EAP practice papers, case studies and book reviews. It will also consider proposals special issues for specific topics or areas.
Unlike existing linguistics journals produced largely by and for dedicated researchers, this new journal will provide a platform for both established researchers into EAP practice and EAP teachers themselves publishing the results of practitioner research, and reflections on practice and professional development. In order to welcome submissions from a wider range of areas of research inquiry, however, theoretical articles will be accepted as well to cater for a wider audience. It will also seek out research and publications unique to cultural contexts not only to ensure a balanced representation of views and interests within the global community of EAP practitioners, but also because teaching contexts can be extremely heterogeneous.
This peer-reviewed international journal has an excellent global editorial board team and copyeditor team consisting of experts in EAP theory and practice. We highly appreciate their willingness to join this new journal and support a new publication. We would like to express our special thanks to Liverpool University Press support in launching this new journal and for their continuing support in the future. Warm thanks are also due to Xi’an Jiaotong-Liverpool University (XJTLU) for their sponsorship of this new publication.
The inaugural issue includes six papers from EAP experts, researchers and practitioners. The first paper, ‘EAP in China: A case study of a paradigm shift in Shanghai College English’, authored by Jigang Cai, discusses the shift from general English teaching to EAP teaching in China. He highlights the historical background and challenges for English teaching innovation in China. He uses a sample of EAP teaching innovation among universities in Shanghai to introduce the implementation of EAP teaching in China. His article provides a rigorous overview of EAP teaching in the Chinese context. The second article of this issue, ‘Towards an EAP without borders: Developing knowledge, practitioners and communities’, written by Ian Bruce, provides a reflective overview for the future development of EAP in its knowledge, practitioner formation and communities. He proposes and encourages EAP researchers and practitioners to increase the awareness that EAP should meet diverse needs locally and globally. This proposal is consistent with the aim of this new journal, that is, to encourage a global approach to EAP teaching recognizing diversity and localization.
The third paper, ‘Collaboration between EAP teachers and content teachers: Insights from the literature for the Chinese context’, by Yongyan Li, focuses on a collaborative teaching between EAP teachers and content teachers. She firstly reviews previous research in such collaboration in English-medium instruction (EMI) contexts, and then suggests that EAP teachers in the Chinese context can work with content teachers to enhance both language and content teaching and learning which can benefit both language teachers and content teachers. Her suggestions provide an idea of the interdisciplinary teaching which is documented in the latest guidelines for university English teaching in China.
In the fourth paper, ‘The impact of EAP skills on students’ academic study’, Bin Zou and Guhuai Jiang explore how EAP skills, which students develop in their first and second years (of study) at university, can foster their further academic study in an EMI context in China and a university in the UK. Their target participants are students who have completed two-year EAP training and content teachers from academic departments. Their findings showed that EAP skills did enhance students’ academic study in many ways from both students and subject teachers’ perspectives.
The fifth paper, ‘Teaching English for Research Publication Purposes to novice Chinese scientist authors: An interview with Margaret Cargill’, by Yongyan Li and Margaret Cargill, discusses Margaret Cargill’s journey as an EAP practitioner from Australia in teaching EAP in various cultural contexts. They mainly focus on Margaret Cargill’s teaching of EAP for English publication skills to support Chinese novice scientists’ publications in English academic journals.
The final paper, ‘Maybe complicated is a better word’: Second language English graduate student responses to syntactic complexity in a genre-based academic writing course’, contributed by J. Elliott Casal and Xiaofei Lu,, is an article about EAP context in the USA. The authors investigate the use of syntactic complexity based on corpus- and genre-analysis in an advanced EAP writing course with graduate students in the USA. Their findings indicate that teaching focusing on the complexity of linguistic structures can benefit learners’ academic writing skills.
Taken together, the six papers discuss a variety of EAP teaching contexts, both theoretically and practically. We expect readers will enjoy this inaugural issue of a new journal in the EAP field. For the next issue, we would welcome submissions from various contexts, focusing on glocalization.