Mumford, S.Dikilitaş, K.2025-05-252025-05-25202497830317254569783031725449https://doi.org/10.1007/978-3-031-72545-6_3https://hdl.handle.net/20.500.14365/6199This chapter focuses on methodological approaches to teaching and learning English for Academic Purposes (EAP). We focus on two key developments: Todd's (in Journal of English for Academic Purposes 2:147-156, 2003) six principles of EAP, and academic literacies theory. These emerged from different disciplines, EAP and L1 academic writing, respectively, but have much in common, and their convergence has the potential to shape the future of EAP. These represent the practical (Todd, 2003) and the more theoretical aspects (academic literacies) of second language (L2) academic language learning. To focus on the practical nexus, we discuss Todd's (2003) six principles: inductive learning, process syllabuses, learner autonomy, authentic materials and tasks, technology, and team teaching, and discuss their application to various methodological approaches, such as task-based learning, project-based learning, and English medium of instruction. In the second part, we examine the theory of 'academic literacies,' referring to the move away from a mere focus on texts toward greater inclusivity and diversity. We emphasize that 'methods' can include personal approaches as well as institutional ones. We provide implications for EAP teachers to examine their own beliefs about EAP methodology. The chapter concludes with practical guidance on approaches to teaching. We argue that, for EAP, teacher and student autonomy are key to finding methodological balance. © The Author(s). All rights reserved.eninfo:eu-repo/semantics/closedAccessClilEap PedagogyEgapEsapPrinciples Of EapTeaching EapBook Part10.1007/978-3-031-72545-6_32-s2.0-105002699868