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(1997) English for Academic Purposes: A guide and resource book for teachers. Cambridge: Cambridge University Press. (1991) Discourse Analysis for Language Teachers. Fredrickson Aloha, OR, USA English for academic purposes R.R Jordan.

• John R Jordan Obituary
• English For Academic Purposes Curriculum

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• 770 TESOL QUARTERLY

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  aptitudes, cognitive styles, and strategies, universalist accounts for lan-guage acquisition should be set aside in favor of a profile approach.Skehan suggests compiling individual learner profiles that characterizelearners and allow the customization of tasks to specific learners. He callsfor further research into differential learning processes so that practi-tioners will be able to develop curriculum that supports individual needs.

  Skehan introduces a profusion of theories, models, and empiricalevidence from various disciplines related to linguistics. Never failing toprovide the reader with the practical side of how these theories andmodels can be applied to language learning and teaching, Skehanbroaches such topics as learning strategies, awareness, and the existenceof a critical period for language learning. He couples these concepts withbrief sketches of empirical work that support their integration in theclassroom. Language teachers, researchers, and program administratorswould benefit from his clear explanations of various theories and carefulevaluations of how they apply to practice. Whether readers favor TBI ornot, they will find this book worthwhile because it successfully gathersmany different aspects of applied linguistics and ties them together intoa big picture of communicative language teaching.

  PAULA GARCIANorthern Arizona University

  English for Academic Purposes:A Guide and Resource Book for Teachers.R. R. Jordan. Cambridge: Cambridge University Press, 1997.Pp. v + 404.

  n English for Academic Purposes provides a comprehensive perspective onthe theory and practice of English for academic purposes (EAP), basedon the specification of learners needs and study skills that fit theirneeds. The book is informative, not dogmatic, drawing on a variety ofviewpoints and methods, as the author says in the introduction. It isintended for teachers working toward degrees and certificates in teach-ing English and for those who want to remain abreast of developments inthe field. The 19 chapters in three parts cover the basics of an EAPorientation and lead the reader from an understanding of generalacademic skills to specific academic disciplines, with a focus on econom-ics. The extensive references and appendixes reflect the wealth ofpublications in the field and information the author has compiled. InAppendix 3, reference is made to the survey the author carried out to

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  collect data about EAP courses, thus endowing the book with contextualbackground.

  The first eight chapters of the book, entitled English for AcademicPurposes and Academic Skills, describes the process of syllabus designfor academic purposes. The core is chapter 4, entitled EAP Syllabus andCourse Design. It covers problematic issues related to syllabus types,specification of academic courses, and academic research projects. Theother chapters detail the preparatory activities of syllabus design, includ-ing needs analysis and course evaluation activities. The seven chapters ofthe second part present six main study skills areas (p. 141): academicreading, vocabulary development, academic writing, lectures andnote-taking, speaking for academic purposes, and reference and re-search skills. Part 3 concerns English for specific academic purposes, oracademic style (p. 228), and includes four chapters. The first chapterin this section, Academic Discourse and Style, introduces register,discourse, and genre analysis as well as hedging and rhetorical strategies.The remaining chapters give background information on team teaching,materials writing, and research areas.

  The book forms a building block for additional developments in EAPand English for specific purposes (ESP) syllabuses and course designs.However, even though discussions in the book draw on a variety ofdevelopmental aspects of language teaching in universities, the connec-tion of EAP to ESP, corpus linguistics, and developing theories of textanalysis is not explicit. Such a connection would add depth to theauthors description of EAP and would help incorporate computertechnology into EAP.

  English for Academic Purposes is useful to ESL/EFL teachers in highereducation and curriculum development, to teacher trainers in certificateprograms, and as background information for researchers. The bookgives the informed reader a clear rationale for EAP teaching.

  GEORGETTE N. JABBOURNew York Institute of Technology (Old Westbury Campus)

  English and the Discourses of Colonialism.Alastair Pennycook. London: Routledge, 1998. Pp. xii + 239.

  n Applied linguistics research in the 1990s has expanded its scope byincluding postmodern, poststructuralist critique on language, culture,and L2 teaching practices. English and the Discourses of Colonialismchallenges commonly accepted notions of culture and language bymeans of such critique. It locates English and English language teaching

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