𝑩𝒚 𝑲.𝑲. 𝑩𝒐𝒏𝒕𝒆𝒉

Biodata of K.K. Bonteh

K.K. Bonteh is an educator, writer, and curriculum innovator born in Nkor, Noni (Bui Division, North West Region), Cameroon. With over 25 years of experience spanning education, media, and the creative arts, he holds advanced degrees in English Literature, Performing Arts, and Cinematography. Currently he is completing a PhD in Performing Arts and Cinematography. As Manager of the Kelden University Language Centre in Yaoundé, he leads academic planning, bilingual instruction, and learner-centred pedagogies. He also serves as Ambassador for SMART Training AI™ in Cameroon, is a certified World TESOL Academy graduate (TESOL / TEFL, 120-Hour CPD-accredited, No. WTA222112961), and is Founder of the Bonteh Education Foundation (BEF). His recent work focuses on integrating AI in curriculum transformation, teacher training, bilingual excellence, and educational inclusivity.

Abstract

This article examines theoretical foundations and practical strategies of English for Academic Purposes (EAP), particularly in multilingual and postcolonial educational contexts. Drawing on literature in English for Specific Purposes (ESP), it emphasises the primacy of learner needs, the design of academically authentic curricula, the integration of genre and discourse awareness, and the role of academic integrity. The article outlines stages from needs analysis through evaluation, discusses cultural transitions students undergo, and proposes context-sensitive recommendations for educators. Key implications for higher education in Cameroon and similar settings are explored.

Keywords

English for Academic Purposes; ESP; needs analysis; academic culture; genre; academic integrity; multilingual education; Cameroon.

Introduction

English for Academic Purposes (EAP) is a specialised branch of English for Specific Purposes designed to equip learners—especially non-native speakers—with the skills necessary to engage in academic study and research. As global flows of students increase and many higher-education programmes adopt English as a medium of instruction, EAP becomes critical for enabling participation in disciplinary literacies, essay writing, lecture comprehension and seminar discussion.

A central tenet of EAP is that course design originates from target needs: what students must do in their academic environment. Gillett and Wray (2006) assert that EAP lecturers should identify what tasks students must perform and support them to improve within the allotted time. The course design process typically involves: needs analysis, setting objectives, selecting syllabi and methods, implementing instruction, and evaluating outcomes.

In many contexts, including Cameroon, learners transition from secondary education—often teacher-centred and exam-oriented—to university settings where independent learning, self-regulation, disciplinary genres, and strict norms of referencing and academic integrity are expected. Thus, EAP is not merely about grammar or vocabulary; it is about bridging cultural and disciplinary literacy gaps.

Core Components of Effective EAP Pedagogy

1. Needs Analysis and Syllabus Design

• Target needs: What reading, writing, speaking, listening tasks will students face in their degree programmes?
• Diagnostic assessment: early tests to identify learners’ strengths and weaknesses.
• Syllabus design: integrate grammar, vocabulary, genre, study skills, referencing.
• Flexible methodology: scaffolding, genre awareness, process writing, peer feedback.

2. Genre and Discourse Awareness

• Academic genres (essays, reports, literature reviews, research articles) each have distinctive structure.
• Discourse markers (hedging, modality, citation) are critical.
• Students must learn to read texts critically: identify author’s purpose, bias, evidence, tone.

3. Academic Integrity and Cultural Transition

• Plagiarism, referencing styles (APA, Harvard), citation, and acknowledgment of sources must be taught explicitly.
• Cultural norms: respect for originality, clarity, intellectual honesty.
• Supporting students to shift from rote learning to inquiry and argumentation.

4. Continuous Evaluation and Reflective Practice

• Pre- and post-tests; continuous assessment; student feedback.
• Portfolios of student work to monitor progression.
• Adaptation: adjust pacing and support depending on diagnostic outcomes.

Practical Considerations in the Cameroonian Context

• Use localized content in reading and writing tasks to increase relevance.
• Blend bilingual instruction support where needed; use code-switching carefully.
• Ensure access to resources: reading materials, referencing tools, peer review.
• Train faculty in EAP methodology and standards.
• Incorporate digital tools (AI diagnostics, adaptive learning platforms) to personalise learning.

Conclusion

Teaching EAP is a complex, culturally mediated enterprise. By anchoring programmes in student needs, integrating genre awareness, supporting academic culture, and evaluating continuously, educators can prepare students not just to survive but to thrive in academic settings. In Cameroonian higher education and similar multilingual environments, EAP practices provide critical leverage for equity, clarity, and intellectual empowerment.

Works Cited

Gillett, Andy J., and Liz Wray, editors. Assessing the Effectiveness of EAP Programmes. BALEAP, 2006.
Gillett, Andy J. “Designing an EAP Course: English Language Support for Further and Higher Education.” Journal of Further and Higher Education, vol. 13, no. 2, 1989, pp. 92-104.
“Teaching English for Academic Purposes (EAP).” TeachingEnglish, British Council, https://www.teachingenglish.org.uk. Accessed 8 Oct. 2025.

Annotated Bibliography

Gillett, Andy J., and Liz Wray, editors. Assessing the Effectiveness of EAP Programmes. BALEAP, 2006.
A foundational volume of empirical studies assessing how EAP courses impact student academic performance. It provides case studies across countries, methodologies for evaluation, and discussion of how to align EAP programmes with degree requirements. This is essential reading for programme designers.

Gillett, Andy J. “Designing an EAP Course: English Language Support for Further and Higher Education.” Journal of Further and Higher Education, vol. 13, no. 2, 1989, pp. 92-104.
This article examines how to conduct needs analysis, align content with disciplinary expectations, and develop syllabus frameworks. A classic text offering theoretical grounding and practical steps.

“Teaching English for Academic Purposes (EAP).” TeachingEnglish, British Council.
An accessible online resource providing definitions, comparative discussions between general English and EAP, and practical guidance for EAP practitioners. Useful for teacher training and orientation.