Abstract: Instructors of EAP work with learners who bring diverse resources and needs to academic language learning. Creating accessible learning opportunities for these learners requires educators to draw on their professional literacies to identify potential bridges and navigate barriers. In this talk, I will first discuss what accessibility for EAP learners encompasses before addressing the professional literacies necessary to foster accessible conditions. Subsequently, I will consider the nature of a professional ecosystem that supports teachers in developing and enacting these professional literacies in language learning spaces. Particular attention will be paid to how educators critically engage with and contribute to professional knowledge that informs equitable practice. Drawing on selected research findings, I will highlight initiatives designed to make such agentive engagement possible and meaningful for practitioners. I argue that such an ecosystem requires not just bridges, but also pontoons and platforms that foster flexible connections among research, practitioner knowledge, and instructional practice to support educators in designing accessible and equitable EAP environments.