Abstract

In the UK, North America and Australia, credit-bearing discipline specific English for Academic Purposes courses are seen as a challenge to remedial views of English as a Second Language and a key element in revitalizing a profession on the periphery of the institution. However, the EAP field has to confront not only institutional challenges to its acceptability as a discipline but also tensions within the field. In this article we examine the tensions which underpin current and future directions in the field, review the development of credit-based EAP courses in the US, UK and Australia, and illustrate our discussion with a case study from the University of Melbourne. We conclude by arguing that discipline specific credit-based EAP offers promising hope for the future of the EAP discipline in higher education, but that to achieve this end the field and practitioners need to find a position between critique of and accommodation to discipline specific content