Abstract
As the dynamics of knowledge construction and meaning making are situated in a plurality of contextual realities, not to mention individual subjectivities, the question in Chap. 5 is that of whether approaches to EAP in fact allow for dialogic engagement with divergent realities. One challenge is that of monologism in EAP practice, which is in turn subject to the strictures of its (by-and-large uncritical) ‘parent’ disciplines, EFL and TESOL, which scholars in critical applied linguistics consider to be heavily commodified bastions of monologic practice beholden to neoliberal and neo-imperialistic agendas. EAP practices that deny students the opportunity for critical self-praxis amount to denying students the opportunity to represent themselves both as knowledge seekers and creative dialogically-capable human beings, both of which are anti-educational.
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Toh, G. (2016). Hybridized Discourses and Plurality in Meanings. In: English as Medium of Instruction in Japanese Higher Education. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-39705-4_6
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