Gregory Hadley

English for Academic Purposes in Neoliberal Universities: A Critical Grounded Theory

• Broschiertes Buch

Produktbeschreibung

The critical grounded theory presented in this book offers valuable insights on the social processes and strategies used by Blended English for Academic Purposes Professionals (BLEAPs) at higher education institutions, as they struggle to negotiate the challenges arising from a new focus on recruiting international students and hunting for other resources for their universities. Drawing from in-depth interviews with numerous research participants at over eleven higher educational institutions in the UK, Japan and the United States, this work focuses on those who have been precariously placed as middle manager at many EAP and TESOL programs. Lacking in both positional power or permanence, these 'BLEAPs' are faced with many challenges as they seek to understand their changing role in higher educational institutions, and engage in strategies that can help them gain greater control over issues in their profession.

Produktdetails

• Educational Linguistics 22
• Verlag: Springer / Springer International Publishing / Springer, Berlin
• Artikelnr. des Verlages: 978-3-319-38076-6
• Softcover reprint of the original 1st ed. 2015
• Seitenzahl: 200
• Erscheinungstermin: 23. August 2016
• Englisch
• Abmessung: 235mm x 155mm x 12mm
• Gewicht: 312g
• ISBN-13: 9783319380766
• ISBN-10: 3319380761
• Artikelnr.: 45454241

Inhaltsangabe

Acknowledgements.- Table of Figures.- List of Tables.- Chapter 1 Setting the Stage: Context, Concepts, and Theoretical Constructions.- Chapter 2 EAP in the Third Space of Neoliberal Universities.- Chapter 3 The Emergence of Blended EAP Professionals.- Chapter 4 Hunting and Gathering.- Chapter 5 Weighing and Measuring.- Chapter 6 Molding and Shaping from On High.- Chapter 7 Mobbing, Struggling, and Managing: A Story of Professional Disarticulation.- References.

Rezensionen

"Hadley's book provides a thorough analysis of EAP in universities. It can aid individuals in this area to improve their teaching and learning environments, to chart suitable career paths, and to strive for a better approach to funding and operating universities than a neoliberalist one. Altogether, this ambitious book serves as an excellent primer for the use of grounded theory in educational research, and a rare and compelling description of the roles of teachers and supervisors in EAP." -- Gregory Strong, System, Vol. 51, July, 2015