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The review synthesizes 15 scholarly works across 1996–2016 to identify eight recurring themes: miscommunication, ethnocentrism, acculturation, awareness, ethnorelativism, identity, teaching and learning, and academic success. Limited prior research is highlighted, along with implications for shifting EAP practice from ethnocentric, acculturation-centered approaches toward ethnorelative classroom understandings.",{"@graph":14,"@context":76},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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is the purpose of this review of intercultural communicative competence and EAP?","Question",{"text":62,"@type":63},"The review synthesizes research to uncover emerging themes about how intercultural communicative competence manifests in EAP settings and to inform practitioners’ professional development needs.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"What time period and scope were covered in the literature search?",{"text":67,"@type":63},"The review covers scholarly literature from 1996 to 2016 and identifies 15 works related to the topic.",{"name":69,"@type":60,"acceptedAnswer":70},"Which major themes were found in the analyzed studies?",{"text":71,"@type":63},"Eight themes emerged: miscommunication, ethnocentrism, acculturation, awareness, ethnorelativism, identity, teaching and learning, and academic success.",{"name":73,"@type":60,"acceptedAnswer":74},"What do the findings suggest for EAP practitioners?",{"text":75,"@type":63},"Practitioners are encouraged to move 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\nScott Roy Douglas  \nUniversity of British Columbia  \nMark Rosvold  \nUniversity of British Columbia  \nAbstract  \nWith increasing numbers of students from culturally and linguistically diverse backgrounds enrolling in English for Academic Purposes (EAP) programs, understanding intercultural communicative competence can contribute to developing effective EAP pathways to higher education. This review of the literature was carried out to synthesize and uncover emerging themes related to intercultural communicative competence and EAP over a 20-year period from 1996 to 2016. A careful search found 15 scholarly works related to this topic. Papers were coded and analyzed for their key findings to reveal eight major themes: miscommunication, ethnocentrism, acculturation, awareness, ethnorelativism, identity, teaching and learning, and academic success. The scant literature related to the topic points to the need for further research. However, the findings do indicate how EAP practitioners can move away from ethnocentric perceptions and programs of study fixed on acculturation toward ethnorelative understandings and EAP classrooms that support intercultural awareness for both teachers and students.  \nRésumé  \nIl y a un nombre croissant d’étudiants d’origines culturelles et linguistiques diverses dans les programmes d’anglais à des fins académiques (PAFA) . Par conséquent, la compréhension des compétences en communication interculturelle peut contribuer à développer les voiesd’accès efficaces au PAFA vers les études post-secondaires. Cette recension des écrits a été réalisée pour synthétiser et découvrir les thèmes émergents liés à la compétence en communication interculturelle et au PAFA pendant une période de 20 ans, de 1996 à 2016. Notre recherche a trouvé 15 articles liés à ce sujet. Les articles ont été codés et analysés pour leurs résultats clés afin de révéler huit thèmes principaux : mauvaise communication, ethnocentrisme, acculturation, sensibilisation, ethnorelativisme, identité, enseignement etapprentissage, et réussite scolaire. Les écrits scientifiques limités liés au sujet font ressortir le besoin de recherches supplémentaires. Cependant, les résultats ont indiqué les façons dont les praticiens du PAFA pouvaient s’éloigner des perceptions ethnocentriques et des programmes d’études axés sur l’acculturation vers des compréhensions ethnorelatives et des salles de classe du PAFA qui favorisent la sensibilisation interculturelle des enseignants et des élèves.  \nThe Canadian Journal of Applied Linguistics: 21, 1 (2018): 23-42  \nCJAL * RCLA Douglas & Rosvold 24  \nIntercultural Communicative Competence and English for Academic Purposes: A Synthesis Review of the Scholarly Literature  \nIntroduction  \nIn countries such as Canada, Australia, New Zealand, the United States, and the United Kingdom, there have been growing numbers of international students from linguistically diverse backgrounds seeking entry to higher education. In Canada, for example, the federal government has plans to double the overall population of international students to 450,000 by 2022 (Foreign Affairs, Trade and Development Canada, 2014) . Added to rising numbers of international students, in the Canadian context, there are also growing numbers of domestic students from linguistically diverse backgrounds heading toward higher education. From 2003 to 2012, approximately 2.5 million newcomers arrived in Canada (Citizenship and Immigration Canada, 2013), contributing to diverse multilingual cities such as Vancouver, where 31% of the population speak a language other than English or French at home (Statistics Canada, 2012). For many young newcomers, there are strong aspirations for higher education (Grayson, 2008; Krahn & Taylor, 2005) .  \nWith an increasing focus on internationalization in higher education (e.g., University of British Columbia","cbCaipqG90yhEtcX","https://ap.wps.com/l/cbCaipqG90yhEtcX","pdf",247043,"English","# Abstract\n# Introduction\n## Guiding inquiry question\n# Literature Review\n## English for Academic Purposes (EAP)","[{\"question\":\"What is the purpose of this review of intercultural communicative competence and EAP?\",\"answer\":\"The review synthesizes research to uncover emerging themes about how intercultural communicative competence manifests in EAP settings and to inform practitioners’ professional development needs.\"},{\"question\":\"What time period and scope were covered in the literature search?\",\"answer\":\"The review covers scholarly literature from 1996 to 2016 and identifies 15 works related to the topic.\"},{\"question\":\"Which major themes were found in the analyzed studies?\",\"answer\":\"Eight themes emerged: miscommunication, ethnocentrism, acculturation, awareness, ethnorelativism, identity, teaching and learning, and academic success.\"},{\"question\":\"What do the findings suggest for EAP practitioners?\",\"answer\":\"Practitioners are encouraged to move away from ethnocentric perceptions and acculturation-fixed programs toward ethnorelative understandings and classrooms that support intercultural awareness for both teachers and students.\"}]","Intercultural Communicative Competence and English for Academic Purposes: A Synthesis Review of the Scholarly Literature | PDF",1792081767]