Reviewed by Iris Levitis, University of Rostock

This volume portrays how the Bologna Agreement has affected the teaching of English for Specific Purposes (ESP) and English for Academic Purposes (EAP) throughout the European Union (EU). At the outset, the editors address the questions, ‘What is ESP? By whom and how is it taught? What influences has the Bologna reform had on the teaching and learning of ESP?’ (12). In Ch. 1, ‘The state of ESP teaching and learning in Western European higher education after Bologna’ (11–51), Christine Räisänen and Inmaculada Fortanet-Gómez surveyed colleagues at various Western European institutions. In addition to describing their survey and their motivation for conducting it, they provide an overview of the Bologna process and the history of ESP teaching. Eight countries were included in the survey results: Finland, France, Germany, Italy, Norway, Spain, Sweden, and the Netherlands. A brief sketch of the old and the new degree systems is included for each country. Thirteen contributions provide insight as to how individual courses and institutions realize ESP in the post-Bologna environment. These studies indicate how ESP teaching and learning has changed at different kinds of EU institutions.

Part 2 focuses on the theoretical problems inherent in the teaching of ESP. Robert Wilkinson examines the difficulty of problem-based learning integrated with ESP in Ch. 2, ‘Locating the ESP space in problem-based learning: English-medium degree programmes from a post-Bologna perspective’ (55–73). Dacia Dressen-Hammouda, in Ch. 3, ‘Aligning EAP writing pedagogies across European universities: A case study from France’ (75–96), describes the difficulties of teaching a culturally-embedded way of writing across cultures. Ch. 4, ‘Curriculum change as a result of the introduction of the masters program: Designing and implementing a European online thesis-training course’ (97–115) by R. E. Lankamp, provides a summary of the creation and use of an online of class as well as the challenges associated with it. Ann-Marie Eriksson and Magnus Gustafsson conclude this section in Ch. 5, ‘Tackling transfer and transferability: ESP/EAP design for learning beyond templates’ (117–43). In this article, the authors examine three courses, two undergraduate and one graduate, and the transferability of English skills.

Part 3  focuses on how content language integrated learning (CLIL) can be used in a variety of settings. The first article by Miguel F. Ruiz-Garrido and Juan Carlos Palmer-Silveira, Ch. 6, ‘Content learning in business communication: A teaching experience within the new European framework’ (147–64), describes a joint master’s degree in English and business that provides simultaneous linguistic and professional training. Brigitte Planken and Catherine C. Nickerson in Ch. 7, ‘Business English and the Bologna Declaration in the Netherlands: Integrating business communication practice, content and research’ (165–79), describe how four courses offered to BA and MA students successfully meld business and English together. The creative possibility inherent in CLIL is the subject of Colette Gattoni‘s article, ‘Business is booming: Rethinking business presentations in response to the Bologna Reforms’ (181–97). Gattoni describes a mock business conference structured to teach both business content and English skills. Martin Solly discusses the importance of teaching literacy skills to students in certain discourse communities in Ch. 9, ‘Implementing the Bologna process in Italy: A distinctive approach to language learning in domain-specific contexts’ (199–211). Life-long learning skills are the focus of Ana Bocanegra-Valle’s article, Ch. 10 ‘Learning to learn in ESP: Fostering lifelong learning in European higher education under Bologna requirements’ (213–32). In Ch. 11, ‘On the role of student research in the ESP classroom: A call for sustainable language skills’ (233–43), Sylvana Krausse argues that training students to use corpus linguistics methodology to study English can also help teach students sustainable learning skills.

Part 4 switches focus from student to staff learning. Anne Räsänen describes the changing roles of language centers  and how ESP teaching must adjust to the shifting needs of learners in Ch. 12, ‘Turning ESP/EAP for mobility, employability and expertise: A pedagogical process of change in focus, insight, and practice’ (247–66). The final article, Ch. 13, ‘Preparing for international masters degrees at Stockholm University and the Royal Institute of Technology in Stockholm’ (267–82) by Philip Shaw, Carol Benson, Sandra Brunsberg, Rosalind Duhs, and David Minugh addresses the ongoing ESP training that teachers and administrators need in order to create truly international universities.

For ESP instructors, and anyone interested in the current status of higher education within Western Europe, this book will be very informative. It is well-organized and describes the challenges and successes of the Bologna reform from the perspective of those actively trying to implement it.