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.2. Four types of EAP situation. 
The key determinant of what an EAP course should contain is whether or not the subject course
is taught in English. In this regard there are four types of situation, exemplified here using 
tertiary level institutions. Some features may also apply to the teaching of English at secondary 
school level, where, particularly in the senior, immediately pre-university classes, English 
courses will have EAP components. We will, however, focus here on the tertiary level. Teachers 
need to think carefully about whether the success claimed for one kind of situation will transfer 
to another. For example, materials teaching note – taking from lectures on a pre – sessional 
course in a British university are unlikely to be relevant to teaching, note – making for reading in 
English as a Foreign Language (EFL) situation.
As illustrated in table 3.I, the four types of situation are: 
1.
An English – speaking country, such as UK or USA. 
2.
An English – as – a – Second – Language (ESL) situation where English is the official 
language of education and is widely spoken, as in former British colonies in Africa or 
South East Asia. (We are using ESL in the specific British sense referring to this kind of 
situation, as opposed to the more general American use of the term, which applies to all 
EFL\ESL teaching.) 
3.
A situation in which certain subjects, such as medicine, engineering or science, are 
officially taught in English, while for other subjects and at other levels of education the 
national language is used. 

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4.
A situation where all subject courses are taught in the national language, but English may 
be important for ancillary reasons. 
3.2.1. EAP in English – speaking country. 
It has long been traditions that universities in English – speaking countries accept large 
numbers of international students, and they have generally set up English Language Units 
charged with the responsibility of helping such students reach their full academic potential. 
Teaching is done both on pre – sessional and is – sessional courses. The pre – sessional 
courses generally run for between 4 and I 2 weeks prior to the beginning of the academic 
year and focus on both academic language and the study skills related to all the main skills. 
The courses aim to prepare students for the studies they are about to embark upon. The focus 
is therefore on common – core academic language and skills; some more specific work is 
usually included, but cannot be very extensive as the pre – session is a pre – study course. In 
session work, however, runs is parallel with the subject courses and therefore provides the 
opportunity for integrated subject – language teaching and more specific work on the key 
skills of academic listening, writing and reading, as well as more common – core EAP 
courses.