From Deficit to Diversity: EAP/TESOL Instructors' Perspectives and Strategies for Inclusive Academic Literacy in Diverse Contexts

• In Event: AERA Roundtable Session Saturday 8:00 am Four Seasons Ballroom 4
  In Roundtable Session: Teacher Perspectives and Pedagogy (Table 4)

Abstract

Abstract
This paper examines the impact of western-centric notions of academic literacy on students and teachers within the EAP/TESOL field. Drawing on interviews with six EAP/TESOL instructors in Canadian universities, the study reveals how these hegemonic models of academic literacy marginalize students from diverse cultural and linguistic backgrounds and limit opportunities for non-native speaker teachers. The study explores how instructors navigate these challenges, adopt alternative epistemologies and knowledge systems, and advocate for more inclusive and equitable learning experiences. Findings highlight the need for a critical pedagogical shift within EAP/TESOL, emphasizing the value of diverse knowledge systems and challenging the dominant discourse of uniform academic literacy.

Author

• Aylar Adeh, Simon Fraser University