In the next chapter George Braine describes the many exercises in needs analysis he has conducted over the last twenty years in Asia and the US,and discusses how his approach has evolved over that time.He has been attentive to the necessity to vary his approach according to differences among the learning situations with which he has dealt.He also points out the necessity for course designers to enlist the co-operation of teachers from various disciplines,and discusses obstacles that inhibit this co-operation and ways to overcome them.
A somewhat under-reported aspect of the theory and practice of EAP is curriculum renewal.There is a great deal on how to design an EAP curriculum,but little on the necessary on-going renewal process of programmes once they are established.Fredricka Stoller points out that while some EAP programmes are content with the status quo,others see change as an integral part of programme life.
