What is the Curriculum?
The conceptualisation of Curriculum is based on its goals and objectives, especially in the education and institution sector. Several myriad definitions are used to generally describe a curriculum, some of which are determined by the aims of life, education and society. However, due to dynamicity and change reflected in the aims of life and society, those of education are also subject to change, which means that there is no single definition of Curriculum. According to Todd (2001, p. 446), A curriculum is defined as a ‘symbolic raw material’ of education through which the learning process is determined and that it emphasises the education content rather than how the content is delivered. From another perspective, Farrell and Gerard (2013, p.13) suggest that Curriculum is a ‘cornerstone of educational governance’ since it has the backbone of the entire education experience. Young (2014, p. 7) identifies Curriculum as a ‘social fact’ that is used to achieve educational goals since it cannot be affected by people’s beliefs and motivations. For this reason, the Curriculum is considered essential in making education possible since it sets limits on what is relevant in educational institutions. According to Prideaux (2003, p. 268), since Curriculum varies based on the pre-assumptions of the learner capacities, it does not set an implication of specific models of pedagogy and thus can be defined as an expression of education ideas that result from human agencies and is underpinned in different levels based on delivery method and intended student experience.
Van den Akker (2003, p. 2) identifies the word curriculum to have first derived from the Latin word ‘Currere’, which refers to a ‘race course’ in which an individual’s path leads to a given goal. Accordingly, the Curriculum is an institutional program in which the students are required to achieve given goals and life aspirations. Kerr (1968, p. 16) defined a Curriculum as a ‘course of study’ that targets a specific group of learners that guides them on the activities to be carried out within the institution and those that are not supposed to be confined within the institution. As Taba and Wilson (1946, p. 20) indicate, the Curriculum is concerned with providing students with guidelines to enable them to acquire appropriate attitudes, skills, values, and knowledge.
How the concept differs between institutions (secondary school, college and university) in the UK
The differences in curriculums within the United Kingdom are influenced by changes in demographics within institutions which require different academic preparations. For instance, the conceptualisation of Curriculum with colleges has shifted to emphasise the content that students learn and what teachers do to help the students achieve their goals. The difference in the conceptualisation of college curriculum and university curriculum involves the focus and mastery of the learning process in the sense that the college curriculum focuses on content coverage to ensure that students gain a wide experience, while in a university setting, students cover content based on specific needs (O’Neill, 2015). On the other hand, the Curriculum in colleges focuses on the subject matter as the fundamental means to learning improvements, while the university setting curriculum emphasises equipping students with competencies that focus on promoting diversity and other social and cultural issues. Some of the skills include problem-solving skills, critical thinking, and linguistic skills such as reading, writing, listening and speaking. Also, the Curriculum allows for the integration of interpersonal skills such as collaboration and teamwork during presentations and debates. The secondary school curriculum in the United Kingdom follows a national curriculum framework which all schools are expected to follow so that students acquire appropriate knowledge to ensure that they achieve their goals.
Who does/should Curriculum serve?
Progress of EAP curriculum in universities
The development of the EAP curriculum among the United Kingdom Universities was influenced by the diversity of learning situations, whereby internationalism of the university admissions increasingly considered English as the language of academic exchange or a medium of communication (Sa and Serpa, 2020, p.375)). English for Academic Purposes was first developed in 1974 as a minor branch of the broad English Language Teaching (ELT) and was initially identified in its own professional body SELMOUS (Special English Language Materials for Oversees University Students before the name of the body was changed in 1989 to BALEAP (The British Association of Lecturers in English for Academic Purposes). Over the years, the EAP curriculum within the United Kingdom universities has developed as a pre-sessional course that is meant to equip the students with specific skills they need the learners to benefit from before they embark on regular course studies. The Curriculum contrasts with the general English courses since it focuses on learner needs and the situation at hand rather than the language itself, and it concentrates more on listening, speaking, reading and writing. From this point, the progress of this Curriculum settles on the requirement that tasks teachers find out the student needs so that they help them solve in the shortest time possible.
Aims of the EAP curriculum
English for Academic Purposes (EAP) curriculum presents a one-module course that focuses on developing the academic and language skills of students within the university setting, especially international students whose first language is not English so that they are prepared to meet the requirements for the recommended academic courses. Among the aims of the EAP, Curriculum is to ensure that the student’s language proficiency is developed to the extent that they reach an appropriate level for academic study (Sharpling, 2002, pp. 82-94). EAP curriculum allows the students to overcome difficulties associated with language and culture because they will need to use the language to understand the lectures, engage and share with fellow students and obtain good grades from examinations and assignments. On the other hand, the EAP curriculum aims at allowing the students to develop necessary academic study skills, including taking responsibility for their own Learning, so that they work independently and in groups with ease. EAP course is meant to familiarise students with academic activities, including writing, reading, listening and speaking. On the other hand, the pre-sessional EAP curriculum aims to make the student familiar with the academic culture of the university setting based on the process in which the university work is assessed.
Objectives of the EAP curriculum
EAP curriculum is concerned with equipping students with academic skills such as listening, reading, writing and speaking so that they are prepared for challenges studying in an academic environment where English is the medium of communication. In other words, the Curriculum is objectively implemented to help international students to learn the language and cultural practices that are associated with the institution and disciplinary studies that are studied in English as the main language. Considering that EAP is a branch of English Language Teaching (ELT) and is classified among the English for Specific Purposes (ESP), the Curriculum is developed with the objective of analysing the student’s needs, examining what the students have to accomplish using English as the medium and engaging the specific linguistic practices to ensure they succeed in their careers (Bell, 2016). According to Hamp-Lyons (2011, p. 90), the EAP curriculum has its objective to ensure students understand the principles governing academic integrity so that they are able to integrate research findings ethically in their academic studies, including information synthesis, citation of resources, paraphrasing, making a summary, and handling direct quotations. Another objective of the EAP curriculum is to allow the students to recognise the recursive nature of writing, which involves the planning process, making drafts, receiving feedback, doing revisions, editing and properly formatting written texts based on recommended styles.
Outcomes of the EAP curriculum
Some of the outcomes that are intended in the EAP curriculum include skills, qualities, and attributes whereby students will be expected to work independently and in various groups while conducting well-structured arguments and logical academic presentations as well as summarising information taught in class coherently. Considering that the EAP curriculum is pre-sessional (Riddle, 2020) states that students are expected to be able to respond appropriately to essay questions and examinations in preparation for the academic course they are likely to take. In other words, the EAP curriculum is meant to equip the students with knowledge and understanding so that they are able to flexibly adapt effective academic strategies, including writing, reading, listening and speaking ( Kirk and King, 2022, p. 101139). When they are adequately equipped with the knowledge and understanding, it would be easier for them to conduct research on given topics, plan and organise to write an essay, proofread and present a detailed and well-structured essay with coherent arguments and standard citation as recommended by the Nottingham Trent University specifications. According to Lillis and Walko (2006, p. 487), knowledge and understanding as a major outcome of the EAP course curriculum, it ensures that students are able to recognise the purpose and structure of a lecture so that they are able to visualise the lecture components including slides and handouts, and the main content points.
According to Generoso and Arbon (2020, p. 428), the pre-session EAP prepares the students for academic courses of study by developing their skills such as writing, listening, speaking and reading in English. For this reason, the outcome of the Curriculum focuses on supporting the students for learning in the sense that at the end of the course, they will be able to use the facilities of the language resource centre and library so that they carry out independent language practices. The induction given when starting the course will focus on solving academic issues, and the teachers will be available to regularly facilitate one-to-one tutorials. Often, the EAP curriculum allows the course to be taught through interactions in language lessons between students and teachers, which makes them active in participation and through the process, they are able to share ideas with others (Yurekli, 2012). The EAP course ends with frequent tests on students to measure their proficiency in academic activities such as reading, Learning, writing and listening. The assessment policy in the Curriculum ensures that students are authentic in their academic abilities before getting to academic course study since the majority of university-setting assessments are focused on assessing in-class and out-class coursework rather than exams.
Besides, the EAP course not only focuses on equipping students with academic skills that they will use in their academic course studies but also skills that are valuable to facilitate employment. In other words, by the end of the EAP curriculum, students are considered prepared enough to compete in terms of skills within the job market because the course is designed to develop and improve general critical skills such as problem-solving abilities and critical thinking, which are essential in any workplace. Considering that the course allows students to conduct research and use research resources to come up with coherent arguments in their writing and presentations, the ability to search and evaluate data and to give and receive feedback effectively can be transferred to employment sectors. Similarly, the EAP curriculum encourages interactions and social and cultural diversity among students and teachers, as well as team working, and such abilities are paramount in employment sectors. Therefore, once the students complete the EAP course, they will be able to respect cultural and social diversity in their workplaces.
Professional context
Integrated skills
EAP curriculum involves a study of integrated skills that range from planning, researching, drafting, proofreading, editing, submitting well-structured and well-argued drafts, using standard citations and working on feedback to make corrections where necessary. According to Charles and Pecorari (2015), the EAP course recognises the integration of different skills that students are required to develop before attending study courses. For instance, in the planning stage, the students are required to think of a position based on the essay question present and then examine evidence and ideas from different sources, which they will use to draft their essays. The process of drafting requires students accurately write an introduction, body, conclusion and references. However, these needs need first to be considered within the teaching approaches to address every student’s weakness so that at the end of the course, they are able to deliver comprehensive academic skills as required in the course study. At the end of the course, teachers should ensure that students are able to read a range of academic texts with purpose, able to effectively and flexibly use different reading strategies with speed and understanding so that they can easily locate research resources for synthesis and paraphrasing. Also, the students should be able to plan, make drafts, and submit well-structured paragraphs that are coherently argued and with relevant information. Considering that the students will have acquired the skills, they are required to have the ability to work independently and in groups so that they deliver comprehensive and well-structured academic presentations. Overall, with the integrated skills, the Curriculum requires students to have the ability to decode the meaning of an audio string, decode the meaning of a written string, encode the thoughts and concepts into written form and encode the thoughts and concepts into form.
Reading into writing
The reading exercise involves two stages, that is, reading words and comprehending the words read. According to Hanks (2013), the reading exercise requires teachers to focus on the student needs so that they help them develop competence in both dimensions. For instance, reading skills can be made effective by involving speedy work out so that the students can take in the pronunciation of different types of words and those that are unfamiliar to ensure that their decoding ability is improved (Benesch, 2001, p.20). Also, the speedy reading exercise will be essential or them to recognise and familiarise themselves with printed words. (Basturkmen, 2021, pp. 51-54) emphasises that good comprehension is drawn from linguistic knowledge, which determines how particular grammar and English vocabulary are used. The EAP curriculum in a university setting within the United Kingdom enables students to develop comprehension skills through the reading and discussion experience they have during in-class teaching and out-class interactions, such as reading a range of fictional and non-fictional stories and poems. Reading widely can be a great source of knowledge for international students who tend to interact with English for the first time since, through encountering new words and vocabularies, they are fed with imagination and curiosity hence learning to appreciate the language.
Considering that reading is considered an essential skill in this professional context, by the end of the course, students are required to have the ability to read a range of academic texts effectively and flexibly with purpose, speed and understanding while considering the strategies that are appropriate for particular texts. In other words, the Curriculum requires that students be able to read different texts at a considerable speed while identifying the key facts and main ideas based on the instructions of an assignment. Also, they are supposed to understand the views of the writer, infer meanings and trace the key points referred to in the text.
Writing in the EAP curriculum is constructed through transcription, through which spelling and handwriting are affected, and also in composition, where ideas are articulated and structured in terms of speech (Wingate and Tribble, 2012, p. 483). In this case, the EAP curriculum focuses on equipping students with skills to plan, write, revise evaluate their scripts, whereby the accuracy and the relationship between word structure, spelling structure, and the phonics (letters and sounds) of words are checked. According to Thompson and Tribble (2001), effective writing strategies involve the communication of ideas, organisation of words, and coherence in the arrangement of sentences to bring meaning to a reader. Besides, teaching students how to write comes hand in hand with the ability to read so that purpose and context, as well as clarity, are achieved when constructing texts. In other words, a good writer needs to have a wider knowledge of vocabulary and grammar so that the student’s needs are achieved to ensure fluency, legibility, and, eventually holding, speedy handwriting (Perez-Llantada, 2016, pp. 42-55). At the end of the EAP course, the Curriculum requires that students be able to summarise a given text effectively, paraphrase it and synthesise the information from different academic sources so that they can integrate the English language accurately into their writing proficiency. On the other hand, the student will be able to engage relevant ideas that they would have read in writing. Proficiency in writing requires one to read a text and paraphrase it or give their own viewpoint while they respond to a text in an organised and coherent manner based on the instructed academic style. Language should be accurately used to convey a message with well-structured paragraphs, and references from resources should be appropriately used to express a clear view.
Listening into speaking
EAP curriculum within the university setting involves a course unit that focuses on academic listening and speaking. In this case, listening will equip the students with the ability to decode the meaning of an audio string so that they recognise the purpose and structure of a lecture that the teacher will be taking them through and follow the main content points that will be produced in visual materials such as the slides, notes and handouts (Hadley, 2014). At the end of the course, students are required to have the ability to decode the overall structure of a lecture from the introduction, they will be able to identify the main points and key factors highlighted during a lecture presentation, including the definitions, statistics, and research results, and they have the ability to identify various ideological relationships through which overall meaning is derived.
The EAP curriculum recognises the importance of speaking during the course since the development is integrated socially, linguistically, and cognitively. Through speaking the language, reading and writing are underpinned. According to Ding and Alex (2016), the quality of vocabulary and grammar that students are able to hear and speak contributes greatly to their understanding of language and for, reading and writing. In this case, EAP teachers should consider developing the international students’ competence in listening and speaking skills so that they enhance their capacity to understand and read books through which they can identify relevant ideas to use in writing. To ensure that the students gain high proficiency in speaking, they are taught to build secure language foundations through discussions so that their misconceptions are probed and to engage in discussions with other students to enhance their skills and understanding based on how different vocabularies and grammar are used. Therefore, teachers are required to give students opportunities for improvising, devising and scripting drama with a range of audiences so that they rehearse, share, ask questions and respond thoughtfully to different sets of drama. At the end of the EAP program, the students are expected to have developed knowledge of the spoken language, which includes effective integration of grammar, vocabulary and appropriate pronunciation.
To what extent is it desirable/ feasible for teachers and/or students to be curriculum-makers?
The feasibility of teachers becoming curriculum makers can be determined from their role in EAP lecturing design, in which they are expected to examine and inquire about the student needs and what they intend to do with their courses in the academic field so that they integrate the knowledge and need specifications to their teaching approaches to help the students do better within the shortest time possible. Bell (1981, p.50) provides a detailed model to illustrate the extent to which teachers can participate in becoming curriculum-makers.
Teachers have their starting point as ‘target needs analysis’ in which they analyse and examine the student’s needs which include the common language and other important skills that they might need when they embark on tackling the main academic courses. Hyland and Rodrigo (2007, p.100 ) state that different institutions have different needs based on the stipulated Curriculum, and for this reason, the student should be considered from different levels. Typically, the student’s needs relating to English for academic purposes include reading, listening, speaking and writing. Student’s need for listening is aimed at allowing them to get a general understanding of the course or subject, to get in specific points that they will need to remember for future reference, to take notes, and to inquire for clarifications (Flowerdew, 1994, p. 29). In case the class teaching involves seminars, the need to listen will enable them to discuss by asking for more information and make agreements and disagreements, and in practical sessions, listening will be essential to allow the students to take in the instructions and ask for clarifications.
EAP curriculum concentrates on how the students’ writing needs are integrated into higher education. In this case, as Monbec (2018, pp. A88-A101) suggests, the writing skills that students need will involve a plan, organisation of the plan, presentation of the writing, re-writing of a text, and proofreading. The needs range from identifying different text types, different writing styles, and the skill of researching and using research resources. In relation to this understanding, (Salter-Dvorak, 2016, pp.19-28) identifies that students’ needs need to be considered from the perspective of knowledge of various writing strategies, including skills to link words, engaging of oral and written text types and the skill to signpost expressions. The need for such knowledge will enable the students to determine their comprehension in terms of oral and written texts, which will then inform the formation of the Curriculum based on how oral presentations will be made ad how essays will be produced. In other words, the flexibility of the EAP curriculum allows the integration of students’ needs which form a foundation of their proficiency in academic courses as they integrate reading, writing, listening and speaking skills.
After the teachers will eventually have knowledge of what the students actually need, Srong (2019, p. 3) suggest that they are supposed to assess and analyse the student’s performance and knowledge at the present time either through commercial tests that are permitted to serve the university setting including the reading, listening, writing and speaking skills. After the scores are scaled in bands, based on the descriptive statement of given levels, the examination report will inform the teacher of the knowledge level of each student and through the process, they are likely to develop their Curriculum based on the required teaching approach that will be selected. According to Pearson (2020, p. 100886), student performance analysis allows the teachers to select a teaching approach that aligns with the educational policies and practices of the setting, in this case, the university. EAP teaching is often task-based, and for this reason, it is meant to make learning easier for students who find it difficult to listen to lectures and seminars while taking relevant notes for in-class teachings. In this case, the academic purpose approach allows teachers to teach based on the student’s needs, which involves a large amount of in-class listening and even pre-recording so that the students are able to adapt strategies that will enable them to deal with difficulties in learning English.
In support of reading skills, the students are allowed to participate in in-class and out-class reading as the teachers provide support by making elaborate the language used within the academic texts, the critical reading strategy and the structure depicted by the text so that they deal with the difficulties. English for academic purposes provides a typical approach to engage students in speaking based on the analysis results concerning student needs in which the teachers allow them to participate in seminar discussions and presentations. The speaking exercise is supported in class teaching and other tutorials carried out by individuals.
From a wider perspective, the feasibility of teachers and students engaging in curriculum-making is determined by the flexibility and adaptability of the system based on the educational context at hand and the institution policies governing the university setting. For instance, the response that the teachers and students make towards the changing educational needs, such as the incorporation of technologically advanced trends, is one way that they engage in making Curriculum considering that they are needed to remain up-to-date and relevant. However, as mentioned above, the process will be desirable if a teacher’s expertise matches the ability to value the student’s needs since, through engaging them, they are able to design a curriculum that is relevant to the context and effective for specific needs (Jiang and Zhang, 2017, p. 174). Besides, the consideration that the EAP course emphasises engaging student needs is one way of involving the students in curriculum-making since it is one way of fostering a student-centred approach that allows them to have a voice and the freedom to make choices same time being motivated in utilising the learning materials and skills in course studies.
Conclusion
Overall, several definitions have been suggested to describe Curriculum. However, an integral perspective considers a curriculum as a standard-based sequence of instructional practices that illustrate learning experiences for students and proficiency practice that is designed to ensure students’ content is made to specific limits and that their performance is assessed based on the stipulated goals. In the United Kingdom, the English for Academic Purposes curriculum presents a one-module course that focuses on developing the academic and language skills of students within the university setting, especially international students whose first language is not English, so that they are prepared to meet the requirements for the recommended academic courses. It involves integrated skills, listening into speaking skills, and reading into writing skills, with an objective of ensuring students understand the principles governing academic integrity so that they are able to integrate research findings ethically in their academic studies, including information synthesis, citation of resources, paraphrasing, making a summary, and handling direct quotations.
EAP curriculum allows the students to overcome difficulties associated with language and culture because they will need to use the language to understand the lectures, engage and share with fellow students and obtain good grades from examinations and assignments. For this reason, once the students have completed the course, they are expected to work independently and in various groups while conducting well-structured arguments and logical academic presentations as well as summarising information taught in class coherently. Also, they will be adequately equipped with the knowledge and understanding so that it becomes easier for them to conduct research on given topics, plan and organise to write an essay, proofread and present a detailed and well-structured essay with coherent arguments and standard citation as recommended by the Nottingham Trent University specifications.
At the end of the course, teachers should ensure that students are able to read a range of academic texts with purpose, able to effectively and flexibly use different reading strategies with speed and understanding so that they can easily locate research resources for synthesis and paraphrasing. Also, the students should be able to plan, make drafts, and submit well-structured paragraphs that are coherently argued and with relevant information. It is recommended that teachers’ expertise matches their ability to value the student’s needs since, through engaging them, they are able to design a curriculum that is relevant to the context and effective for specific needs. Also, it is important that students are allowed to participate in curriculum-making since they develop a sense of belonging, and it is one way of fostering a student-centred approach that allows them to have a voice and the freedom to make choices during their education journey.
Bibliography
Basturkmen, H., 2021. English for academic purposes. Research Questions in Language Education and Applied Linguistics: A Reference Guide, pp.51-54.
Bell, D.E., 2016. Practitioners, pedagogies and professionalism in English for Academic Purposes (EAP): The development of a contested field (Doctoral dissertation, University of Nottingham).
Bell, R.T., 1981. An introduction to applied linguistics: Approaches and methods. Language Teaching. London: Batsford.
Benesch, S., 2001. Critical English for academic purposes: Theory, politics, and practice. Routledge.
Charles, M. and Pecorari, D., 2015. Introducing English for academic purposes. Routledge.
Ding, A. and Bruce, I., 2017. The English for academic purposes practitioner. Cham, Switzerland: Palgrave Macmillan.
Flowerdew, J., 1994. Research of relevance to second language lecture comprehension: An overview. Academic listening: Research perspectives, 7, p.29.
Generoso, J.C. and Arbon, A.M.M., 2020. Language needs analysis: An EAP curriculum design to develop foreign students’ English skills. Journal of Asia TEFL, 17(2), p.428.
Gerrard, J. and Farrell, L., 2013. ‘Peopling’curriculum policy production: researching educational governance through institutional ethnography and Bourdieuian field analysis. Journal of Education Policy, 28(1), pp.1-20.
Hadley, G., 2014. English for academic purposes in neoliberal universities: A critical grounded theory (Vol. 22). Springer.
Hamp-Lyons, L., 2011. English for academic purposes. In Handbook of Research in second language teaching and Learning (pp. 89-105). Routledge.
Hanks, J.I., 2013. Exploratory Practice in English for academic purposes: Puzzling over principles and practices (Doctoral dissertation, University of Leeds).
Hyland, K. and Rodrigo, I.H., 2007. English for academic purposes: An advanced resource book. Miscelánea: A Journal of English and american studies, (35), pp.99-108.
Jiang, A.L. and Zhang, L.J., 2017. ESP/EAP through English-medium instruction: Teachers’ perceptions and practices. Innovation in language learning and teaching: The case of China, pp.173-195.
Kerr, J.F., 1968. Changing the Curriculum.
Kirk, S. and King, J., 2022. EAP teacher observation: Developing criteria and identifying the forms of pedagogic practice they afford. Journal of English for Academic Purposes, 59, p.101139.
Lillis, T. and Walkó, Z., 2008. English for Academic Purposes: An Advanced Resource Book, Ken Hyland. Routledge, Abingdon, UK (2006). 340 pp., US $30.95, ISBN: 0826454461. English for Specific Purposes, 27(4), pp.487-490.
Monbec, L., 2018. Designing an EAP curriculum for transfer: A focus on knowledge. Journal of Academic Language and Learning, 12(2), pp.A88-A101.
O’Neill, G., 2015. Curriculum design in higher education: Theory to practice.
Pearson, W.S., 2020. Mapping English language proficiency cut-off scores and pre-sessional EAP programmes in UK higher education. Journal of English for Academic Purposes, 45, p.100866.
Pérez-Llantada, C. and Swales, J.M., 2016. English for academic purposes. In Handbook of Research in second language teaching and Learning (pp. 42-55). Routledge.
Prideaux, D., 2003. Curriculum design. Bmj, 326(7383), pp.268-270.
Riddle, S., 2020. English for Academic Purposes (EAP) in UK higher education: examining the impact of EAP’s position within the academy on service delivery, identity and quality. Durham University, School of Education.
Sá, M.J. and Serpa, S., 2020. Cultural dimension in the internationalisation of the Curriculum in higher education. Education Sciences, 10(12), p.375.
Salter-Dvorak, H., 2016. Learning to argue in EAP: Evaluating a curriculum innovation from the inside. Journal of English for Academic Purposes, 22, pp.19-31.
Sharpling, G., 2002. Learning to teach English for academic purposes: Some current training and development issues. English Language Teacher Education and Development, 6(1), pp.82-94.
Strong, G., 2019. EAP as a Bridge to EMI: Learning from the UK. Language Teacher, 43, p.3.
Taba, H. and Wilson, H.E., 1946. Intergroup education through the school curriculum. The Annals of the American Academy of Political and Social Science, 244(1), pp.19-25.
Thompson, P. and Tribble, C., 2001. Looking at citations: Using corpora in English for academic purposes.
Todd, S., 2001. ‘Bringing more than I contain’: ethics, Curriculum and the pedagogical demand for altered egos. Journal of Curriculum Studies, 33(4), pp.431-450.
Van den Akker, J., Kuiper, W., Hameyer, U. and van den Akker, J., 2003. Curriculum perspectives: An introduction. Curriculum landscapes and trends, pp.1-10.
Wingate, U. and Tribble, C., 2012. The best of both worlds? Towards an English for Academic Purposes/Academic Literacies writing pedagogy. Studies in higher education, 37(4), pp.481-495.
Young, M., 2014. What is a curriculum, and what can it do? Curriculum Journal, 25(1), pp.7-13.
Yürekli, A., 2012. An analysis of curriculum renewal in the EAP context. International Journal of Instruction, 5(1).
write