Resumen en español

This monograph showcases a multimethod qualitative research aimed at strengthening the processes of EAP material design. This paper analyses to what extent and in which ways the teaching materials in the English course promotes the development of academic English for Biology. The data-gathering process collected multiple sources (students, graduates, language professors and Biology professors) and methods (surveys, interviews, classroom observations). The analysis of the qualitative data involved processes of frequency analysis, coding and categorizing, and triangulation for validity and reliability of the results. The findings condense information on the importance of academic language proficiency, the description of students¿ subject-tasks, study skills and academic language usage; finally, suggestions for cooperation, collaboration, and team-teaching to engage the English course with disciplinary content are given. The study confirms the value that academic reading has on the academic and professional performance of students.