Co-construction of Academic Identity in EAP: A materials-led alternative pathway for EFL-to-EAP transition

Abstract

This reflective case study examines the transition from English as a Foreign Language (EFL) teaching into English for Academic Purposes (EAP), arguing that existing routes are often opaque and may unnecessarily restrict entry and professional development. Drawing on over four years of experience leading a diverse team of EAP practitioners, this reflective study explores how the structured use of learning materials, which go beyond worksheets and tasks, can support vocational transition and professional identity development for EFL teachers working in EAP contexts. Informed by sociocultural and constructivist theories of professional identity formation and development, the article outlines a materials-led approach that makes tacit knowledge visible through exemplars, guided practice, mentoring, and technology-enhanced learning. It outlines how a structured ‘Present, Practice, Produce’ (PPP) framework can be effectively adapted to support teacher development within EAP contexts. Our reflection demonstrates how such practices support the simultaneous development of student academic literacies and teacher professional identity within a shared pedagogical framework within institutional settings, suggesting that EAP providers should give greater consideration to supported in-role transition and professional socialisation over pre-entry requirements to promote more inclusive and sustainable practice through structured pedagogical artefacts and interactional systems that mediate both teaching practice and student learning.