Main Article Content
This study explores the role of social acculturation (social and cultural adaptation to university life in and outside the classroom) in a British EAP (English for Academic Purposes) classroom setting and to situate this within broader debates about the complex relationship between the concepts of language and culture. It argues that, with its overall focus on academic language and disciplinary acculturation, EAP pedagogic practices can overlook the dimension of social acculturation, which is also an equally important skill for students’ learning. For its theoretical framework, this paper presents a review of the literature that considers the significance of social acculturation and intercultural competence in the EAP curriculum. Drawing on this body of literature review as a methodology, this study proposes pedagogic practices such as Intercultural Approach and Sheltered Instruction that can be implemented in EAP seminar classes to develop international students' social acculturation. The seminar genre is suggested for students to practice the social acculturation process and hence improve their intercultural competence. This is because seminars provide an effective setting to prepare students for their new environment, allow them to interact with each other and practice their intercultural - as well as linguistic and disciplinary - skills.