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This open access book provides anthropological insights into the arduous yet rewarding journeys involved in selected TESOL teachers' pedagogical transition to teaching English for Academic Purposes (EAP) at universities in Shanghai, the largest metropolitan area in China. 
Applying a unique combination of ethnography and phenomenology, the book offers innovative new perspectives on teacher education research. Drawing on the latest language education theory, it outlines a practitioner-friendly approach to EAP literacy. Teacher readers will especially benefit from the case studies presented here, which provide role models for teacher change in educational reform, as well as advice on their academic careers. In addition to addressing a timely and important research gap on EAP teachers in non-Western countries, the book is the ideal choice for readers interested in an update on English education in China. 

Educational Change Amongst English Language College Teachers in China: Transitioning from Teaching for General to Academic Purposes

Chapter 1 Introduction1. An EAP reform coming to China
Chapter 2: EAP and EAP teachers2.1 The concept of EAP2.2 Redefinition of EAP as multiple literacies2.2.1 Under traditionalism: language as a system and EAP as academic literacy2.2.2 Under progressivism: language as discourse and EAP as disciplinary cultural literacy2.2.3 Under criticalism: language as ideology and EAP as critical literacy2.2.4 Under digitalism: New meanings of language and EAP as digital literacy2.3 EAP Teacher development2.4 Research Rationales and research questions
Chapter 3: Research methodology3.1 Introduction3.2 Philosophical paradigms: Interpretivisim3.3 Methodology3.3.1 Ethnography3.3.2 Phenomenology3.3.3 Phenomenological ethnography3.4 Fieldwork methods3.4.1 Participant and non-participant observations3.4.2 Ethnographic and phenomenological interviews3.4.3 Researcher as tool: etic and emic3.4.4 Documentary analysis3.5 Positionality and reflexivity3.6 Plan for data analysis and organisation3.6.1 Thick description: the first layer of data3.6.2 Multiple Case studies: the second layer of data3.6.2.1 Life histories3.6.2.2 Discourse analysis and multimodal discourse analysis3.6.2.3 Thematic analysis3.6.3 Producing theories: the third layers of data3.7 Trustworthiness3.8 Generalisability3.9 Ethical concerns3.10 Summary
Chapter 4: Findings4.1 Introduction4.2 Thick description4.2.1 Field context4.2.2 Positionality of the author as a researcher entering the field: Summary of field notes4.3 Case Study 1: Fielding4.3.1 Life history of Fielding4.3.2 Getting to know Fielding4.3.2.1 Initially rejected but later accepted my invitation4.3.2.2 Did Fielding tell me what he really believes?4.3.2.3 Uncertain of what is EAP himself at the beginning4.3.2.4 He and his colleagues were not clear about EAP4.3.2.5 Designing an EAP course out of his own life experience and belief in education and language4.3.2.6 Fielding as a believer of learning by doing4.3.2.7 Fielding as a believer in language acquisition theory4.3.2.8 Teaching IELTS helps EAP4.3.2.9 Supporting learner autonomy as a reflection on Chinese students and their education contexts4.3.2.10 Understanding Chinese students4.3.2.11 How does Fielding understand EAP?4.3.2.12 What does Fielding think about the EAP Shanghai guideline?4.3.2.13 Teaching EAP concepts holistically4.3.2.14 Benefiting more from "self-trained" than sponsored EAP training4.3.2.15 EGP-EAP relation: Using different tasks for different purposes4.3.2.16 Nurturing ethical EAP learners: Do not become an "exquisite egoist"!4.3.2.17 Unveiling Fielding's smooth adaptation into EAP from EGP4.4 Case Study 2: Lisa4.4.1 Life history of Lisa4.4.2 From knowing to participation4.4.3 EAP is a logic and "disguised" language for doing research4.4.4 Lisa's perspective on the distinction between EAP and EGP and the Shanghai EAP reform4.4.5 Giving prescriptive discursive samples4.4.6 Inserted humanity into EAP teaching4.4.7 Empowering students and helping them make their voices heard4.4.8 Locating problems in EAP reform and teaching4.5 Case Study 3: Bluewitch4.5.1 Life history of Bluewitch4.5.2 My interaction with Bluewitch4.5.3 The Uniqueness of Bluewitch's EAP theory4.5.3.1 Bluewitch's EAP concept4.5.3.2 The formation of Bluewitch's EAP theory: deriving from teaching4.5.3.3 Recognising students' demotivation prompting Bluewitch to search for a better English teaching approach as a panacea4.5.3.4 Experiencing academic misconduct and realising the significance of EAP4.5.3.5 Gaining an international outlook: the perfection of Bluewitch's EAP theory and pedagogy4.5.3.6 Returning to China and establishing an EAP Utopia4.5.3.7 Involving a war: calling on EAP to nurture students' academic spirit4.5.3.8 Winning opportunities for university-enterprise cooperation: The Spring of EAP4.5.3.9 EAP: an act of changing from pedagogy to education4.5.4 What does Bluewitch think about the EAP reform and the EAP courses offered at other similar universities?4.5.5 The features of Bluewitch's EAP course4.6 Case Study 4: Rui4.6.1 Life history of Rui4.6.2 My two years of contact with Rui4.6.3 Rui's understanding of EAP4.6.4 The difference between EGP and EAP4.6.5 Rui's opinion on Shanghai EAP reform4.6.6 Using the classics to enlighten students' thinking4.6.7 Using emotion to teach4.6.8 The influence of Rui's background on her EAP teaching4.7 Summary
Chapter 5: Discussion5.1 Introduction5.2 How do the teachers in a pedagogical transition from EGP formulate their epistemology of EAP?5.2.1 Knowledge of EAP is from the teachers' eclectic theories and experiences5.2.2 The overlap between the teachers' EAP knowledge and current theories5.2.3 Teachers' perception of difference between EGP and EAP5.3 How does the transition from teaching EGP to EAP influence the teachers' career as college English teachers?5.3.1 The transition from EGP to EAP fulfils the teachers' education ideals5.3.2 EGP-EAP transition as teachers' self-growth5.3.3 EAP helped teachers boycott career crisis5.3.4 EAP stimulates teachers to become researchers with visions of home and abroad5.4 How do the teachers perceive the challenges and opportunities posed by the Shanghai EAP reform?5.4.1 "Teachers are not ready"5.4.2 Challenges arising from limited resources5.4.3 Potential gaps for Chinese students to study EAP5.4.4 Problems with the Shanghai EAP reform policy from teachers' perspectives5.4.4.1 Phenomenon one: Seeing the Shanghai EAP policy from Fielding's perspective5.4.4.2 Phenomenon two: Comparing the Shanghai EAP policy with Bluewitch's EAP5.4.4.3 The utilitarianism of the EAP course: seeking humanity5.5 Summary
Chapter 6: Implications and conclusion6.1 Introduction6.2 Implications for EAP theory update6.3 Implication for improving EAP teachers' professionalism6.4 Implications for updates to the Shanghai EAP language policy6.5 Implications for preparing students for learning EAP6.6 Implications for how to optimise the EAP pedagogy6.7 Implications for coordinating resources6.8 Conclusion6.8.1 Recap and significance of the research6.8.2 Limitations and future works
Bibliography