Mitchell Bradford

In the spring of 2024, I conducted a series of surveys and interviews with over 500 EAP students and more than 100 teachers at Sino-foreign (transnational) tertiary institutions to explore their challenges and develop workshops for the instructors (Bradford 2025a; Bradford 2025b). One common theme was that there may be times when it is challenging to make EAP classes active and engaging. To address this issue, I designed and delivered the following workshop to EAP instructors at my university in addition to others. The workshop had two main objectives: firstly, to improve participants’ understanding of why students may consider EAP...

During the spring of 2024, I carried out a study consisting of 529 instructors and 109 students of English for academic purposes (EAP) at 28 transnational higher education programmes in China to inquire into their challenges, coping strategies and suggestions for teachers in order to create professional development (PD) sessions for lecturers (Bradford, 2025a:285–304; Bradford 2025b:305–328). Difficulties related to cultural differences between the students and those of their teachers (and/or that of their institutions which often adopt a Western style of education) along with linguistic dissimilarities between English and Chinese were found to be a significant source of challenges....

In the second of two articles, the author looks at some of the specific issues involved teaching Academic English in the Chinese tertiary sector and what the best ways to train for it are.

In the first of two articles, the author looks at some of the specific issues involved teaching Academic English in the Chinese tertiary sector.