PROJECT-BASED ENGLISH FOR ACADEMIC PURPOSES: A FRAMEWORK FOR BRIDGING GENERAL AND ACADEMIC LITERACY IN EMI CONTEXTS

Abstract

 As English-Medium Instruction (EMI) expands in Uzbekistan, there is an increasing need for innovative pedagogical models that prepare students for the linguistic and academic demands of English-language university programs. This paper develops a conceptual framework for integrating Project-Based Learning (PBL) into English for Academic Purposes (EAP), arguing that such an approach effectively bridges general English proficiency and academic literacy. Drawing on socio-constructivist theory, the framework conceptualizes PBL as a dynamic, learner-centered process where authentic projects foster disciplinary communication, critical inquiry, and academic autonomy. The proposed PBL-EAP framework consists of four interrelated principles: (1) authentic academic tasks linked to students’ disciplines, (2) integration of reading, writing, and speaking skills through research-driven projects, (3) formative feedback cycles emphasizing reflection and peer collaboration, and (4) alignment with CEFR-based academic outcomes. By embedding these elements in pre-sessional courses, Uzbek EMI institutions can create a structured pathway from general English to academic success. The paper concludes that Project-Based EAP offers a theoretically grounded and contextually adaptable model that enhances student readiness for EMI environments in Uzbekistan and similar multilingual contexts.