3. Aligning EAP writing pedagogies across European universities: A case study from France

The Bologna process has drawn increasing attention to the ways in which English is taught at universities throughout the EU. One widely used approach to EAP writing instruction combines process-oriented and genre-based pedagogies. The present study explores the cross-cultural adaptability of these pedagogies by reporting on the results of a three-year research-action project, designed to adapt a process-genre approach to teaching EAP writing tasks in a professional degree program at a French university. The results underscore the cultural embeddedness of the process-genre approach and call into question whether a total alignment of English language writing instruction on process-oriented and genre-based methodologies would be a positive development in the LMD harmonization process.