Accessing the schema of your students and the subject specialists
EAP teachers: do you spend enough time on subject specific vocabulary and the subject specialists? This poster shows an idea borne out of Thomas Nagel (1974): vocabulary meaning is subjective and students need to align with the most appropriate subjective reality, not necessarily their own or the EAP teacher’s. How can subject tutors/departments help?
Neil Allison is EAP Teacher in English for Academic Study at the University of Glasgow, School of Modern Languages. He teaches general EAP and in-sessional EAP classes. In particular, he designs and runs academic skills courses for LLM students, and for several years taught law to students on LLM pathway courses. Prior to teaching he was 4 years in legal practice and 2 years in legal publishing.
Biology and Biochemistry Postgraduates: reaching the students early
Two summers ago the ASC began working with the Director of Postgraduate Biology and Biochemistry to provide more targeted preparation for future students of Biology and Biochemistry on the ASC’s summer pre-sessional programmes. This poster offers an evaluation of this nascent partnership from student and staff perspectives.
Noreen Bannigan is a Teaching Fellow in the Academic Skills Centre at the University of Bath. She teaches writing skills to undergraduate and postgraduate students on a variety of courses (eg. Biology and Biochemistry; Accounting and Finance). She also teaches English Literature to exchange students on the British Studies programme.
Tracking ex-Foundation students through Undergraduate study
In this case study I will analyse a group of students who progressed from the International Foundation Programme (IFP) into their School (Engineering) at Cardiff University. Qualitative data from interviews with students, and also interviews from UG Course Directors, will be used to identify how the IFP could be kept current and future-focussed.
Academic Year Manager at Cardiff University, specialising in Foundation level students and the acquisition of academic vocabulary.
‘Mining the materials’: a framework for student-led self-study task creation.
This poster aims to evaluate the implementation of a framework of student-led self-study task creation with a group of Foundation undergraduate students making the transition from secondary to tertiary study. It traces the developments in independent learning practices and poses questions about the expectations placed on students making transitions between learning environments.
I have been an EAP Tutor at the University of Glasgow for 8 years working primarily with Foundation (UG)/Pre-masters students as well as on regular Year Round and summer Pre-sessional courses. My main research interests have arisen from challenges encountered on Foundation programmes such as student motivation, assessment procedures and effective learner training.
Volunteering for Learning on a Pre-Masters Diploma Programme
Marion Engrand-O’Hara and Gerald Dampier
This poster outlines the experiences of students and staff on the Pre-Masters Diploma for International Students working together with the Community Action team and their partner organisations at Royal Holloway to involve international students in volunteering work as an integral part of their programme.
Marion Engrand-O’Hara has been teaching languages in various countries for over 20 years, including 15 in an academic context; however, her involvement in EAP is more recent (5 years). She is a Teaching Fellow at the Centre for the Development of Academic Skills (CeDAS) and co-ordinates the Volunteering task on the PDIS.
Gerald Dampier is a Senior Teaching Fellow at Royal Holloway University of London, where he is Programme Director of the Pre-Masters Diploma for International Students (PDIS). He has thirty years’ experience in teaching and academic management in Greece, Japan and the UK.
Introverts Speak Up: A Quiet Book Club
Language learning and teaching require speaking up and taking risks, so are introverts disadvantaged? Researchers have some ideas, but students do, too. My students read and discussed Susan Cain’s Quiet: The Power of Introverts together. This presentation shares their ideas about personality differences in the language classroom.
Kate Finegan teaches Critical Reading and Writing in the International Foundation Program at the University of Toronto. She has also taught at universities in Tennessee and Iowa and holds an MA in TESOL. You can find her on Twitter @kehfinegan and as co-coordinator of #tleap on Facebook.
A year in the life of our blog: process, challenges and benefits of the CELFS Tutors Network
Hannah Gurr, Julia Gardos and Katherine High
The process, challenges and benefits of setting up a professional learning network (PLN) for summer pre-sessional and more permanent in-sessional staff to keep in touch with our department (CELFS) and the ‘Community of Practice’ of EAP; aiming to share ideas and comments, learning from each other and the wider community.
Hannah Gurr is a part-time EAP tutor at CELFS, University of Bristol, as well as a part-time MSc TESOL student. Her interests include Technology Enhanced Learning (TEL) and techniques for Assessment for Learning in and out of the classroom.
Julia Gardos has a background in English Linguistics, Literature and Culture. She is a full-time EAP tutor at CELFS, University of Bristol. Her research interests include the role of non-native speaker teachers in the EAP classroom and the intercultural experience of students and tutors in HE.
Katherine High is a full-time EAP tutor at CELFS, University of Bristol, and teaches on the International Foundation Programme and on in-sessional courses. She has a background in designing, delivering and managing training in the legal sector in addition to 9 years EFL/EAP teaching experience.
Making your argument watertight through synthesis
Poster designed to visually represent the idea of synthesis underpinning paragraph construction.
Stephen is currently Library Academic Support Coordinator at UWE Bristol. He works within the Business and Law Librarians’ team. After completing a PhD in English (Romanticism), he gained a professional library qualification at the University of Wales (2006), chartering the following year. Stephen is Blog Editor for CILIP SW.
Academic lectures: what do EAP tutors really know about L2 students’ experiences?
This poster reports the initial results of a qualitative doctoral research project investigating L2 students, EAP tutors and academic lecturers’ perceptions of lecture comprehension. It suggests that EAP tutors do not understand the student lecture experience and that increased collaboration between EAP and academic departments would benefit students.
Jayn is an EAP tutor in the English Language Teaching Unit at the University of Leicester and is also a doctoral candidate investigating the factors which L2 students, EAP tutors and lecturers think affect academic lecture comprehension.
Professional beliefs in EAP: Getting with the programme
Peter Lee and Samuel Barclay
This is an original piece of research, investigating current teacher beliefs, regarding key principles of EAP teaching and learning in university. The study looks at interview and questionnaire data, presenting issues concerning congruity between objectives of a pressessional course and issues relating to course delivery.
Peter Lee teaches EAP and linguistics at Nottingham Trent University and his research interests include bilingualism and second language acquisition.
Samuel Barclay is a Senior Lecturer at Nottingham Trent University. He currently coordinates the 10 week pre-sessional course at the university. His work involves the development and delivery of the pre-sessional EAP course, and his research interest includes vocabulary attrition.
Developing non-native speaker student academic writing skills through increasing engagement with online forum discussions.
The presentation will reflect on how contributions to asynchronous online forum discussions can be exploited in order to teach and develop student academic writing skills and the processes and methods used in the action research in order to better encourage participation and support academic writing development on future PSE courses.
Graeme Nelson is a Course Leader on the CUS Pre-sessional English Programme at Coventry University where he has also taught on pre-sessional English courses since 2013. He has a Masters in Online and Distance Education and LicDip TESOL (Trinity) and has taught English for a range of purposes since 1992.
A Corpus Driven Approach: Exploring Lexical bundles in Algerian MA dissertations
Many students study Masters degrees in English. How well their dissertations are written can play a crucial factor in determining their future career. However, little is known about the most frequent word sequences in this genre. Therefore, this poster explores the frequency, function, and structure of 4 words lexical bundles in MA engineering dissertations.
Fares Rezoug is a second year Ph.D. student studying at Coventry University (CU). He was amongst the top five students at Masters level in 2014/2015. After successfully passing multiple tests and competitions, he won a three years scholarship provided by the Algerian Ministry of Higher Education and Scientific to complete his Ph.D. in the UK. Fares is now developing his own corpus of Masters dissertations in cooperation with the Algerian National Institution of Electrical and Electronics Engineering (INELEC) and Coventry University (CU) for a better understanding of the writing process of dissertations.
Perceptions of the benefits of the selected extended writing tasks from the pre-sessional courses at the University of Manchester.
The poster presents the findings of my research into the benefits of the extended writing tasks from different pre-sessional courses at the University of Manchester. With students’ perceptions being similar, it is the tutors who have provided valuable comments about the tasks and the value of target department support.
Born in Poland, where he obtained a BA in Teaching English as a Foreign Language (Nicolaus Copernicus University). Moved to the UK in 2008 and graduated from Aston University with an MA in Translation Studies followed by Cambridge DELTA (EAP specialism) and seven years of teaching EAP in different institutions.