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Aligning EAP writing pedagogies across European universities: a case study from France

Abstract : The Bologna process has drawn increasing attention to the ways in which English is taught at universities throughout the E.U. One widely used approach to EAP writing instruction combines process-oriented and genre-based pedagogies. The present study explores the cross-cultural adaptability of these pedagogies by reporting on the results of a three-year research-action project, designed to adapt a process-genre approach to teaching EAP writing tasks in a French university setting. The results underscore the cultural embeddedness of the process-genre approach and call into question whether a total alignment of English language writing instruction on process-oriented and genre-based methodologies would be a positive development in the LMD harmonization process.
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Submitted on : Wednesday, June 25, 2014 - 2:52:54 PM
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Dacia Dressen-Hammouda. Aligning EAP writing pedagogies across European universities: a case study from France. Inmaculada Fortanet-Gómez and Christine A. Räisänen. Toward a Harmonized European Higher Education : English as the Medium of Teaching and Learning, John Benjamins, pp.75-96, 2008, 9789027205209. ⟨hal-01011834⟩

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