1. EAP as a Political Arena A report from the field: doing Critical EAP
Christopher Macallister Durham University English Language Centre

2. What is Critical EAP (CEAP)?
Critical Theory – Critical Pedagogy – Critical EAP
The EAP classroom is political: 1990s - Benesch & Pennycook
The EAP classroom is an opportunity of political and social change
CEAP is debated (a lot) and done classrooms (a little)

3. The Hazards & the Dilemma of CEAP
What gives EAP practitioners the right to liberate anyone?
Do students need/want liberating?
The opportunity cost of doing CEAP
The critical dilemma: does the politically aware EAP practitioner simply forget about politics and teach for results. Or can you do CEAP without imposing yet another hegemonic discourse?

4. Three paths to CEAP in the classroom:
The political/social/economic controversial topic
A Critical needs analysis: ask not how you can shape students to university, rather how can you shape the university to the students
Undertaking real political action

5. The research project 2 PG EAP classes –
1 drawn from across Durham in-sessional students: class advertised as academic skills – CEAP covert
1 drawn from MA TESOL students: CEAP overt – badged as an experimental class
Data:
focus groups with the classes
Interviews with the teachers and a teacher observer

6. The lesson: aims... Critical aims:
to enable the students to see themselves as political actors during their studies in the UK with:
Responsibilities
Rights
Expressed through doing political action
EAP aims - opportunities to practice:
Seminar skills
writing

7. The lesson: structure... Part 1. awareness raising tasks:
Political participation in the UK
Chains of delegation and accountability
Where do international students fit in – rights and responsibilities
Part 2. Political action
Setting the scene – PMQs listening
Writing a question for Jeremy Corbyn to ask Teresa May
Sending the question by

8. What happened: the students’ stories
The lesson was interesting – “we learnt more about the UK, its culture and our role”
There wasn’t enough language or skills – “I enjoyed it, but why did we do it?”
“I wanted to learn how to write an ”
“Why don’t we do this on pre-sessional”
I’m walking out after 5 minutes
“Could we do more on our legal right and human rights”
“A reading before the class, you did this on pre-sessional, would have made it more challenging and we could have got more from the lesson”

9. The students on empowerment & indoctrination
“We are powerful – I’m Chinese!”
“Yes the teacher has a strong voice but I’m an international postgraduate – I have my own mind”
“Its uncomfortable and embarrassing if the teachers goes on and on telling us about their political views... I cringe”

10. What happened 2: the teachers’ tales
“I enjoyed it, it was challenging but doable”
“I liked the way the materials were about their political context... It wasn’t about teaching an ideology”
“I was surprised how well the students took to it. Their home countries’ politics didn’t seem to matter”
“I felt I was teaching a subject...civics or citizenship... Was it an EAP class?”

11. Stories from the teacher/observer, & a manager/teacher
“Its interesting but I’m not sure I would have put in a timetable”
“There’s P, but not enough E & A”
“Where’s the language? I think the classroom should be focused on the language, they didn’t learn anything”
“It humanised the students...I saw them differently”

12. The researcher’s view:
Critical aims were achieved
The students engaged with political concepts and situated themselves as political actors
They engaged in a political act in class
The academic language tasks weren’t challenging enough
Both teachers delivered the political theory element successfully

13. CEAP: a response to the hazards and the critical dilemma
You can avoid the dilemma – facilitate – don’t preach
Add more E and A – with sufficiently challenging materials there will be E and A to engage with
Or accept using a session (or several?) to be political

14. A Union of Results & Politics
EAP is results orientated – the most high stakes form of ELT
EAP is political
Engaging with the political offers real gains:
Students can become more engaged with the structures they live in – a more critical student
Awareness of rights and political role results in HE institutions that are more responsive to their international students
We the EAP practitioner see our students in a more holistic light