In a higher education (HE) landscape that is becoming increasingly internationalised and diversified, the importance of inclusive teaching practices, particularly in the context of English for Academic Purposes (EAP), is gaining growing international attention. While comprehensive frameworks and strategies are developed through educational research to support such practices, a significant gap remains between theoretical recommendations and practical implementation. This disconnect hinders the promotion of inclusive teaching practices, as identified by an ongoing wide-scale research project funded by BALEAP - The Global Forum for EAP Professionals. Current policies often emphasise broad aims such as inclusivity, diversity and equity but lack detailed guidance, leaving learning developers and other frontline educators, EAP tutors included, without the tools to realise these goals effectively. This opinion essay discusses the intersections between education research and policy on inclusive teaching practices of EAP in HE, identifying gaps in existing policies and setting a way forward. Highlighting the need for comprehensive policy frameworks that bridge theory and practice, it underscores the anticipated outcomes of the ongoing BALEAP-funded project that aims to provide practical recommendations, offering concrete strategies to foster inclusive learning environments, thereby enhancing educational experiences and outcomes for all students.