Chapter 1 Introduction
1. An EAP reform coming to China
Chapter 2: EAP and EAP teachers
2.1 The concept of EAP
2.2 Redefinition of EAP as multiple literacies
2.2.1 Under traditionalism: language as a system and EAP as academic literacy
2.2.2 Under progressivism: language as discourse and EAP as disciplinary cultural literacy
2.2.3 Under criticalism: language as ideology and EAP as critical literacy
2.2.4 Under digitalism: New meanings of language and EAP as digital literacy
2.3 EAP Teacher development
2.4 Research Rationales and research questions
Chapter 3: Research methodology
3.1 Introduction
3.2 Philosophical paradigms: Interpretivisim
3.3 Methodology
3.3.1 Ethnography
3.3.2 Phenomenology
3.3.3 Phenomenological ethnography
3.4 Fieldwork methods
3.4.1 Participant and non-participant observations
3.4.2 Ethnographic and phenomenological interviews
3.4.3 Researcher as tool: etic and emic
3.4.4 Documentary analysis
3.5 Positionality and reflexivity
3.6 Plan for data analysis and organisation
3.6.1 Thick description: the first layer of data
3.6.2 Multiple Case studies: the second layer of data
3.6.2.1 Life histories
3.6.2.2 Discourse analysis and multimodal discourse analysis
3.6.2.3 Thematic analysis
3.6.3 Producing theories: the third layers of data
3.7 Trustworthiness
3.8 Generalisability
3.9 Ethical concerns
3.10 Summary
Chapter 4: Findings
4.1 Introduction
4.2 Thick description
4.2.1 Field context
4.2.2 Positionality of the author as a researcher entering the field: Summary of field notes
4.3 Case Study 1: Fielding
4.3.1 Life history of Fielding
4.3.2 Getting to know Fielding
4.3.2.1 Initially rejected but later accepted my invitation
4.3.2.2 Did Fielding tell me what he really believes?
4.3.2.3 Uncertain of what is EAP himself at the beginning
4.3.2.4 He and his colleagues were not clear about EAP
4.3.2.5 Designing an EAP course out of his own life experience and belief in education and language
4.3.2.6 Fielding as a believer of learning by doing
4.3.2.7 Fielding as a believer in language acquisition theory
4.3.2.8 Teaching IELTS helps EAP
4.3.2.9 Supporting learner autonomy as a reflection on Chinese students and their education contexts
4.3.2.10 Understanding Chinese students
4.3.2.11 How does Fielding understand EAP?
4.3.2.12 What does Fielding think about the EAP Shanghai guideline?
4.3.2.13 Teaching EAP concepts holistically
4.3.2.14 Benefiting more from "self-trained" than sponsored EAP training
4.3.2.15 EGP-EAP relation: Using different tasks for different purposes
4.3.2.16 Nurturing ethical EAP learners: Do not become an "exquisite egoist"!
4.3.2.17 Unveiling Fielding''s smooth adaptation into EAP from EGP
4.4 Case Study 2: Lisa
4.4.1 Life history of Lisa
4.4.2 From knowing to participation
4.4.3 EAP is a logic and "disguised" language for doing research
4.4.4 Lisa''s perspective on the distinction between EAP and EGP and the Shanghai EAP reform
4.4.5 Giving prescriptive discursive samples
4.4.6 Inserted humanity into EAP teaching
4.4.7 Empowering students and helping them make their voices heard
4.4.8 Locating problems in EAP reform and teaching
4.5 Case Study 3: Bluewitch
4.5.1 Life history of Bluewitch
