In the English-speaking world, and also in many parts of the non-English speaking world, English is the major language of higher education. Both in these contexts, as well as in countries where English has a different role, it also serves as the major world language for the dissemination of research in science, industry and technology. These facts have an enormous impact on the educational experiences of vast numbers of students around the world, for whom fluency in the norms of English-language academic discourse is essential for the successful negotiation of both the processes and products of learning. The educational response to this phenomenon in tertiary institutions around the world has been the development of the discipline of English for Academic Purposes (EAP), that branch of English for Specific Purposes that provides teaching and other forms of language support for ESOL students completing academic studies in English-medium institutions of learning.

EAP is a field of activity that draws on 30 years or more of practical experience. It encompasses all aspects of language teaching including language analysis, curriculum development, teaching methodology, materials development and assessment. However, as the ield has developed it has moved from being a largely practical activity to one that has much broader dimensions. A substantial theoretical basis has developed around key issues in EAP, as well as an active research agenda, and both theory and research are now seen as essential to the practice of EAP.