Exploring inclusive teaching practices of English for Academic Purposes (EAP) in Higher Education (HE): A call for systemic change

Abstract

This brief communication underscores the critical importance of cultivating inclusive teaching practices in higher education (HE), particularly in English for Academic Purposes (EAP), as student demographics become increasingly diverse. Drawing on preliminary findings from a BALEAP-funded project, it advocates for comprehensive transformations across individual, departmental, and institutional levels to ensure effective implementation of inclusive teaching practices. Emphasising the multifaceted nature of inclusivity, this article highlights the need for a paradigm shift at the individual level, supported by continuous professional development and cultural competence enhancement. Moreover, it stresses the significance of systemic changes at departmental and institutional levels, including revisiting curriculum design and assessment practices. Finally, the article asserts that fostering inclusive teaching practices demands both independence and active collaboration among stakeholders, offering a roadmap for creating learning environments that value diversity and empower all students to succeed in HE. Through this lens, the preliminary findings and recommendations discussed offer initial insights into creating more inclusive and effective learning environments, resonating with the mission to support comprehensive learning development practices and pedagogies in HE.

Keywords

• inclusive teaching practices
• higher education
• English for Academic Purposes (EAP)