ABSTRACT
This chapter reviews Genre/English for Academic Purposes (EAP) and the claim that Academic Literacies and English as an Academic Lingua Franca (ELFA) are superior because of their transformational and paradigm-shifting value. It argues that the convergence of models rather than divisive hierarchies is needed to develop and promote an academic literacy pedagogy that benefits all students in contemporary higher education, and at the same time considerably enhances the role of instructors in EAP/Academic Literacy. ELFA reaffirms the unhelpful dichotomy of native versus non-native speakers of English, which has been seen as irrelevant for academic literacy instruction, because academic discourse represents an unfamiliar language variety for native and non-native speakers alike. A powerful method of individual literacy instruction is formative feedback as it helps students to recognise and address shortcomings in their writing. The chapter considers in which ways Genre/EAP, Academic Literacies and ELFA can contribute to the argument for, and concept of, curriculum-integrated academic literacy instruction.
