ABSTRACT

The discourse of deficiency in English for Academic Purposes (EAP) has been perpetuated through the neoliberalisation of higher education. To explore the possibilities of disrupting this discourse, an EAP instructor, Daron, engaged with his critical friend, Jariya, in dialogic reflection. This was done on Daron’s teaching journal entries through the restorying of his reflections, which were then critically responded to, and finally reconstructed to highlight tensions and hegemonic discourses affecting EAP. This dialogic exercise showed disruption through the reimagination of the EAP marketplace and through the centring of self and anxiety in a neoliberalised parameter. The former demonstrated a critique towards the value of standardised assessments while the latter illustrated the seemingly isolating endeavour when contesting the notion of students’ language deficiency. While tensions were not expected to be resolved, this study showed how EAP practitioners could still enact autonomy within their work parameters.

摘要

随着高等教育的新自由主义化，学术英语（EAP）不足的言论一直存在。为了探索扰乱这种话语的可能性，EAP 讲师达伦 (Daron) 与他挑剔的朋友贾里亚 (Jariya) 进行了对话反思。这是通过达伦的教学日记条目重新叙述他的反思来完成的，然后对这些反思进行批判性回应，最后重新构建以突出影响 EAP 的紧张局势和霸权话语。这种对话练习通过对 EAP 市场的重新想象以及通过将自我和焦虑集中在新自由主义参数中而显示出破坏性。前者对标准化评估的价值提出了批评，而后者则说明了在质疑学生语言缺陷的概念时看似孤立的努力。虽然紧张局势预计不会得到解决，但这项研究表明 EAP 实践者仍然可以在其工作范围内实现自主权。