EAP pedagogy in undergraduate contexts

This chapter discusses the unique challenges and evolving strategies in EAP pedagogy within undergraduate contexts. Unlike postgraduate students, undergraduates are still developing academic motivation and identities and often face fragmented instruction across disciplines. To address these complexities, I examine three interconnected pedagogical approaches: genre-based teaching that supports transfer; instruction that builds argumentation and critical thinking skills; and critical EAP practices that prioritize student agency and inclusion. Drawing on recent classroom-based research, I review how reflection and genre analysis tasks can deepen students’ understanding of academic discourse practices, including citation and expression of stance across varied disciplinary genres. I then describe explicit instruction that moves learners beyond rote “essay” formats toward more mature, evidence-driven argumentation. Finally, I illustrate how critical EAP tasks—such as student-designed inquiry projects and reflective journals—can empower undergraduates to question and reshape disciplinary norms. Ultimately, the chapter argues for an undergraduate EAP curriculum that equips students to meet and transform academic expectations.