ABSTRACT
Traditionally, entry to English-medium tertiary-level degree programs has been conditional upon applicants demonstrating an appropriate level of proficiency on high currency ‘gatekeeping’ tests such as IELTS and TOEFL. However, there are questions concerning the suitability of such tests given that they do not serve to specifically assess applicants’ conversancy in the particular academic literacy practices of their future disciplines and thus as reliable indicators of their linguistic preparedness to undertake degree studies. In this chapter, the author considers the implications of this for the nature, structure and delivery of EAP provision, and the creation of collaborative and productive relationships between EAP tutors and academic content lecturers working in the disciplines.
