To what extent can the role of EAP tutor be considered a profession?

As mentioned in the data chapter, the vast majority of the sample consider EAP to be a profession, with some reservations; they also recognise that the field has professionalised. Comments made in relation to professionalisation include the desire for the following: a minimum-level qualification to teach EAP in universities; a practical course analogous to the DELTA for EAP; and a pedagogy for EAP. The role of BALEAP is recognised by a small

minority of participants.

When the data are considered in relation to the criteria set out as a benchmark in the literature review (Figure 4 - Common features used to define professions) it can be seen that EAP partially meets the requirements of a profession. This reinforces Ding and Bruce’s (2017) view of EAP as an emerging profession.

The use of skills based on theoretical knowledge

The first criterion is that of the use of skills based on theoretical knowledge. This can be seen to be true for EAP to a certain extent. As is clear from the EAP literature (for example Hyland 2018), EAP does have a theoretical knowledge base. This and the specialised nature of EAP teaching were recognised by some of the participants in the sample, particularly those with a more ‘academic subject’ view of EAP. However, it was not possible to assess the influence of this knowledge base on participants’ teaching or to consider the extent that they make use of it. Given the variation in the roles of EAP tutors, it could be said that participants may draw on the theoretical knowledge basis depending on where they are working and which course they are teaching on. For example, a subject-specific in-sessional course may well require greater reference to the academic discourse of different subject areas than an intensive pre-sessional course with lower level students. The different

conceptualisations of EAP as a support service or an academic subject in its own right (Ding and Bruce 2017) are also significant. Where the effects of the neoliberal policies of

universities are most evident, and EAP tutors are working in commercialised EAP units, SPUs (Hadley 2015), with little autonomy, using pre-packaged materials, there will be less

Education and training in those skills certified by examination

The vast majority of the participants in this study have higher qualifications, some of which are practical advanced teaching qualifications. Of the eight who have a master’s

qualification, the majority are in subjects unrelated to EAP and no one completed a full EAP- specific qualification before entering the profession. As mentioned in the data chapter, however, when the cohort started their EAP careers, specific EAP courses were extremely rare. Although higher qualifications are a requirement for most long-term EAP positions, the type of qualification is not restricted to the specialised knowledge base of EAP. As a result of the disparate routes into the profession and a lack of specific qualifications, EAP tutors tend to acquire the cultural and social capital required to work in the field as they start teaching (Campion 2015). The requirement for a minimum qualification to enter the profession was suggested by two of the participants and this would be a step towards fulfilling this

criterion. The lack of subject-specific EAP qualifications and its impact on professional status has been recognised in the EAP literature (for example Bell 2016 p.319). These types of qualifications are becoming increasingly common, but the fact remains that EAP tutors are often expected to make this investment themselves. In an uncertain employment market, where job prospects are not secure, EAP tutors may become more disillusioned by what is required to progress. To continue the professionalisation of the field, it is important therefore that EAP management not only encourage tutors to complete EAP qualifications but also provide financial support, and in-house training.

The data also show that the sample are not linear careerists and their routes to become EAP tutors were varied and lacked planning. This reflects the permeable nature of the

profession, which can be regarded as a sign of a lack of professional status. I anticipate, however, that as the field of EAP develops with more widely recognised opportunities, entry will become more desirable and career advancement more planned.

A code of professional conduct oriented towards the ‘public good’

The data show a minor theme in relation to this criterion. Some of the EAP tutors in the sample note that their attitude towards the international students they teach differs from that of the university. One interviewee, for example, comments that the profit-focused nature of universities is immoral, and this is a theme that is reflected in the literature, with

reference to international students being seen as ‘cash cows’. A code of professional conduct oriented towards the ‘public good’ does not exist for EAP tutors. However, this is something that could be initiated by BALEAP or which could be developed through online input from EAP tutors, as suggested above.

EAP tutors’ experience of supporting international students on both academic and pastoral levels means there is clear potential for EAP staff to work with the university as a whole, including academics and professional services staff who advise international students, on joint projects to ensure international students are in the best position to benefit from their time at university. These developments will already exist in many universities as part of internationalisation initiatives, but where they do not, they could be suggested as examples of good practice and the ‘public good’ of international students. Such projects also provide opportunities for third space collaboration as mentioned above, and a movement away from ‘perimeter’ roles (Whitchurch 2008) for EAP.

A powerful professional organisation

BALEAP has made significant progress in terms of professionalisation but it could not be described as a powerful professional organisation. The steps it has taken are generally appreciated in the field and they present many advantages: opportunities for discussion with colleagues in other institutions; conferences and professional issues meetings; the Competency Framework for Teachers of EAP, clarifying skills and knowledge; and the individual and institutional accreditation schemes, both of which will help to raise

standards. Criticisms of certain BALEAP initiatives noted in the EAP literature are discussed in the literature review, and some reflect the organisation’s lack of power: for example, the fact that it has no influence on university policy; membership is not compulsory for EAP units or individuals; it is not involved in ensuring adequate pay and conditions for its

members; it has a UK-centric focus; and its influence on standards is limited as it carries out inspections but only of member institutions.

Although BALEAP was only mentioned briefly in the data, there is a recognition of its role. Tutors were not specifically asked about BALEAP but the fact that it was only mentioned in passing perhaps indicates the minor influence it has on the majority of tutors’ day-to-day

working lives. This is an area in which BALEAP could consider developing in order to extend its influence and thus further contribute to raising standards.

Other themes that appear in the data include issues regarding pay, conditions and grading but these relate to individual circumstances. Although they are minor themes in the data, they are extremely significant to the participants who raised them.

EAP’s position as an emerging profession is an issue that remains to be discussed. The fact that professionalisation is considered important in terms of increasing professional status and improving the standards of service offered (Hoyle 2001) means that it is still a worthy goal. It is particularly important to continue to strive for this, given the perceived attacks on professionalism as a result of the increase in private providers, and the lowering of

standards that it is believed that that entails. As mentioned below, this area is one in which further research is required in order to understand the impact on the field in relation to professional status and other areas.