Abstract
Abstract
This entry examines ways English for specific purposes (ESP) and English for academic purposes (EAP) support teachers in their endeavors to devise instruction to prepare English as a second language (ESL) learners for the demands of working or studying in English. EAP grew out of ESP and shares similar, pedagogical features with ESP. The entry describes a range of contexts in which specialized (ESP and EAP) language instructions typically occur and ways in which ESP and EAP are distinctive pedagogical frameworks. For learners, the provision of specialized language instruction that is based on identification of their work or study needs is widely understood to be motivating, effective, and efficient. However, for teachers of specialized English, working in this area can present considerable challenges in terms of developing their own knowledge of the specialist linguistic register, devising in‐house materials, and developing new courses or revising others, to meet the precise needs of their groups of learners. The entry describes ways the ESP and EAP research supports the work of teachers. It highlights the important role of linguistic inquiry into specialist language use and case reports of ESP and EAP teaching practices in particular contexts as major forms of support. It identifies lacunae in the literature and suggests future research directions.