LAUSR

Abstract Within ESP/EAP, compared with the large volume of corpus-informed discourse analytic research, there is only limited literature featuring the actual classroom discourse, or more specifically, the ESP/EAP practitioners' teaching itself. Such classroom-based research, however, can significantly inform the preparation of ESP/EAP teachers. In this paper, we address the research gap by presenting a case study of how an experienced, native-English-speaking English for Research Publication Purposes (ERPP) teacher went about teaching an ERPP course by invitation at a university in China. Data were collected through classroom observation with audio and video recordings and interviews. Our collaborative thematization process based on the dataset leads to eight themes which characterized the teaching strategies employed by the focal ERPP practitioner in teaching the focal course. Through this paper we thus present an example of good practice, while at the same time raising topics for discussion naturally arising from “observing” the teaching as reported in the paper. We believe both of these dimensions have the potential to inform novice (and more experienced) teachers of EAP/ERPP with regard to their practice.