Introduction

Innovation (i.e., a new beneficial idea or practice) in English language teaching (ELT) has been a constant subject of academic discussion over the last few decades. This topic continues to be a concern to all English language practitioners because, as teachers, we are constantly encouraging new challenges in our teaching context and as a result we find new ways of addressing and resolving them. Innovation in the context of ELT is, however, still under-researched (Waters, 2014) although this area of research is emerging in the fields of English for Academic Purposes (EAP) and English for Specific Purposes (ESP) (e.g., see Hyland & Wong, 2013). Despite both EAP and ESP tending to be innovative, pioneering practices are often limited to individual teachers or institutions. Therefore, there is a need for more research in this area of EAP and ESP. Such innovative practices can benefit other EAP and ESP practitioners globally. In this context, this edited volume, the fourth book from the IATEFL ESP SIG, aims to contribute by bringing together EAP and ESP practitioners from around the world to share their innovations and research on their novel practices. Innovations in EAP and ESP are generally initiated locally to meet certain needs. Innovative practices, due to their nature being small-scale and local, may not flourish if there is no institutional support or there is resistance to change (Waters, 2009). Even if the innovation is national or large-scale, implementing it may still be challenging (Hu & McGrath, 2011). Despite these barriers, if local innovative practices in EAP and ESP are shared with other practitioners, EAP and ESP learners from around the world may benefit from these innovative practices given the increasing demand of English language skills globally for various purposes. As you will see, this volume aims to showcase local innovations from a global perspective in each of the 12 chapters

Book review: The politics of language education: Individuals and institutions.

This article reviews the book: “The politics of language education: Individuals and institutions”, edited by J.C. Alderson

ESP, EMI and interculturality: How internationalised are university curricula in Catalonia?

This study analyses Internationalisation at Home (IaH) courses across a wide range of bachelor’s degrees, from humanities to hard sciences, in public universities in Catalonia, as an in-depth analysis of a South European context. IaH courses selected for analysis included courses (i) on international topics, (ii) taught in English and focusing on content (English-medium Instruction, EMI) and (iii) focusing on language, i.e. English for Specific Purposes (ESP). Results point to a high presence of international content courses, especially in humanities and social sciences, followed by EMI courses, although quantitatively scarce and mainly found in engineering. ESP courses are the least present despite their potential to prepare students for EMI. Reasons that may account for this IaH picture are presented. All in all, it seems that current policies leave language and intercultural competence in the hands of content lecturers, who may not have explicit language and intercultural learning outcomes in mind while it appears that the potential role of ESP as an internationalisation driver may be neglected. This paper thus argues for giving visibility to ESP courses and lecturers in their role for the promotion of curricular internationalisation.Postprint (published version

Red Guide 46: The CEM Model contextualising in-sessional language and study skills support for international and EU students

This revised guide is designed to present the background, research and preliminary findings relating to a key area emerging in Higher Education institutions in the UK, that of providing academic language and study skills support to international students studying in a business context

Monitoring response to hepatitis B and C in EU/EEA: testing policies, availability of data on care cascade and chronic viral hepatitis-related mortality – results from two surveys (2016)

Objectives: The World Health Organization (WHO) developed a European Regional Action Plan (EAP) to fast-track action towards the goal of eliminating viral hepatitis. Robust monitoring is essential to assess national programme performance. The purpose of this study was to assess the availability of selected monitoring data sources in European Union/European Economic Area (EU/EEA) Member States (MS). Methods: Availability of data sources at EU/EEA level was assessed using two surveys distributed to 31 EU/EEA MS in 2016. The two surveys covered (A) availability of policy documents on testing; testing practices and monitoring; monitoring of diagnosis and treatment initiation, and; (B) availability of data on mortality attributable to chronic viral hepatitis. Results: Just over two-thirds of EU/EEA MS responded to the surveys. 86% (18/21) reported national testing guidance covering HBV, and 81% (17/21) covering HCV; while 33% (7/21) and 38% (8/21) of countries, respectively, monitored the number of tests performed. 71% (15/21) of countries monitored the number of chronic HBV cases diagnosed and 33% (7/21) the number of people treated. Corresponding figures for HCV were 48% (10/21) and 57% (12/21). 27% (6/22) of countries reported availability of data on mortality attributable to chronic viral hepatitis. Conclusions: The results of this study suggest that sources of information in EU/EEA Member States to monitor the progress towards the EAP milestones and targets related to viral hepatitis diagnosis, cascade of care and attributable mortality are limited. Our analysis should raise awareness among EU/EEA policy makers and stimulate higher prioritisation of efforts to improve the monitoring of national viral hepatitis programmes