ABSTRACT
This chapter is based on a project (a dissertation) that was designed to investigate teachers’ feelings of preparedness to teach English for specific academic purposes (ESAP). The project was a qualitative and quantitative case study of university ESAP teachers in Canada and in the United Kingdom. The main research questions were as follows:
1 In what ways, if any, do teachers feel sufficiently prepared when teaching ESAP? 2 In what ways, if any, do teachers feel insufficiently prepared when teaching ESAP? 3 What general attitudes do English for academic purposes (EAP) teachers have
about teaching ESAP?
