Framed against the backdrop of internationalization of higher education, this paper argues for the need to cross disciplinary boundaries and build stronger bridges between the domains of English-medium education and ESP/EAP, particularly at a time when English-taught programmes seem to challenge the status quo of ESP professionals. To this end, this article will first briefly describe the objects of study – ESP/EAP and EME – and map out the relationship between the two. Secondly, a description of what are called the ‘diverging zones’ between these two educational approaches will be developed. In this section, major differences in curricular goals, in the way English is conceptualised, in students’ and teachers’ profiles, as well as in the pedagogical practices developed will be examined. Thirdly, the section entitled ‘converging zones’ will look into some of the contact points of EME and ESP theories and practices so that possible gaps are bridged. Finally, the last part of the paper, titled ‘emerging zones’ will provide suggestions for joint collaborative research and the development of teacher education programmes that truly respond to the current needs of EME and ESP/EAP professionals and students as well
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