Argues that the current approach to needs analysis research in English for academic purposes (EAP) needs to be replaced with critical needs analysis that views the target situation as an opportunity for curriculum development. The article concludes that EAP classes can be agents for social change. (26 references) (Author/CK)

All forms of English-as-a-Second-Language are ideological, whether or not educators are conscious of the political implications of their instructional choices. Ideology is unavoidable, a position supported by various L1 and L2 scholars whose work is surveyed. Accommodationist politics of apparently neutral pragmatism in English for academic…

Argues that Benesch's charge that pragmatism in English for academic purposes (EAP) indicates an accommodationist ideology and an endorsement of current power relations in academia and society is ideologically motivated. Benesch responds by arguing that those who ignore questions of power participate in maintaining the low status of EAP students…

Critical thinking is examined as a set of skills and a means for social change. It is presented as not just higher order thinking but also a search for the social, historical, and political roots of conventional knowledge and an orientation to transform learning and society. (Contains 15 references.) (LB)

Discusses recent debates on the teaching of critical thinking. Draws a distinction between critical thinking and dialogic thinking and demonstrates how critical dialog can help students explore their own views as well as views to which they have not been previously exposed. (Author/VWL)