EAP teacher observation: Developing criteria and identifying the forms of pedagogic practice they afford

Here we critically revisit a scheme for EAP teacher observation and development, created in response to particular challenges UK pre-sessional context. The was closely informed by the BALEAP Competency Framework Teachers of (CFTEAP). Our view that criteria should reflect broader course principles – thus shape what becomes valued classroom practice guided significant shift from ‘the how’ management more appropriate focus on what’ academic discourses practices. With current global changes developments EAP, it is timely re-examine underpinning assess its enduring value. We do this through lens epistemic relations Legitimation Code Theory reveal different orientations enables. A mapping both pre-CFTEAP CFTEAP-informed makes visible values, forms pedagogy affordances professional conversations, but also spaces seeing alternatives possibilities, offering practical tool teachers observers.