Our ResTEs symposium poses a central question for EAP practitioners: what knowledge do practitioners need to master to inform and direct not only their teaching but also, more broadly, their professional activities (including understandings of academia in both its epistemological and sociological dimensions)?
Considering this key question leads to a further, fundamental questioning around the adequacy of orthodox and established research strands in EAP – which have defined EAP as a discipline – to act as influential sources for, inter alia, curriculum development, materials creation and pedagogic activity.
How do influential theories and research shape and/or constrain EAP praxis?
What are the limitations of established theories for practice?
What is gained and lost when theory is translated into pedagogy? What else is needed? ..