ABSTRACT
The examples of critical EAP in previous chapters were linked to undergraduate general education courses whose curricula followed departmental guidelines and the content teacher’s chosen textbook. Although in two of those cases, I met with the content teacher before the semester began to discuss reading and writing assignments, the pedagogy and syllabi of the content course were not negotiated. The expectation was that the EAP class would facilitate student understanding of concepts introduced in the content class. This arrangement constructed EAP as a service course, although in the examples I show how that positioning can be challenged by the EAP teacher through alternative curricular choices and mediation of student resistance to unfavorable conditions.
