Working together with international Masters students to learn how they develop academic writing skills in English: two case studies
This paper reports on a study into the experiences of international MA students in a British University. Participants reflected on their academic writing experience through developing narrative frames and in interviews s. The paper discusses emerging themes and makes suggestions for developing academic literacy skills in this context.
Clare works in the Department of English Language and Applied Linguistics at the University of Reading, where she has taught and led MA ELT programmes on campus and by distance learning over many years. She supervises and conducts research into academic literacy, especially writing.
Linking continents and bridging cultures – Embedding Intercultural Competencies into the Pre-sessional EAP Programme.
Dr Tomasz John
Within the context of EAP and creative arts, it has been observed that the development of intercultural competencies is integral to building up students’ confidence, and if at the core of the curriculum, it may trigger students’ readiness for the upcoming academic experience. Based on the Intercultural Competence Model by Deardorff (2009) as well as the UCA case study, the paper will explore the various ways of integrating intercultural competencies into the Pre-sessional EAP curriculum.
With his degrees in TESOL, Tomasz has gained an extensive experience through teaching EAP and ESOL in HE and private sectors in the UK, Poland, Bangladesh, The Netherlands and China since 2004. He now coordinates the embedded EAP model on the International Pathway Programmes at UCA. Tomasz’s PhD research revolves around Re-imagining the Internationalisation of Higher Education.
Expectations and perceptions of L2 writing
Els Van Geyte and Anke Büttner
This session presents the findings of a joint project between subject-specific and EAP tutors which compared their views on samples of student writing. The main aim was to determine the differences and overlap in priorities and the impact these (should) have on feedback to students.
Els Van Geyte is an EAP Tutor and Academic Practice Advisor. She teaches EAP on presessional and insessional programmes and has authored books on IELTS and on essay writing. She is currently doing research on the role of argumentation in academic writing.
Anke C. Büttner is a Senior Lecturer in Psychology. She teaches two core UG Research Methods modules to Psychology students, a growing proportion of whom are non-native English speakers. She wants to explore ways of supporting these students so that the effort they make is reflected in their academic achievements.
A Whole School Approach to Disciplinary Literacy, Teaching, Professional Learning and Research
Dr Gail Forey, Eileen Mawsdley, Rachel Parnell and Helen Handford
This paper investigates the benefits of collaborative research where the academy and secondary school teachers work closely to review and reflect on the value and impact of a whole school approach to professional development that focuses on pedagogy, language and literacy.
Dr Gail Forey is an Associate Professor at the Hong Kong Polytechnic University. She is the Programme Leader for the Doctorate in Applied Language Sciences and the MA in English Language Teaching. Gail has published in the areas of written and spoken workplace discourse, Systemic Functional Linguistics, discourse analysis, language education and teaching development.
Eileen Mawsdley is Assistant Head of School in change of Learning and Language Development at Hamstead Hall Academy. Eileen has been teaching English Language and English literature for many years. She is an accredited tutor for the Systemic Functional Linguistics based CPD programme How Language Works.
Rachel Parnell is Deputy Head of School responsible for Learning & Continuing Professional Development at Hamstead Hall Academy. Rachel teaches mathematics and incorporates explicit teaching of language and literacy within her classroom practice.
Helen Handford is a teacher and trainer with specialist qualifications in English as an additional language and developing academic language across the curriculum. She has over 25 years’ experience working in a schools in the UK and overseas, review and designing strategies for the language and literacy development of EAL/all learners.
Stance and engagement in postgraduate writing: a comparative study of English NS and Arab EFL student writers in Linguistics and Literature
Nigel Harwood and Ahlam Menkabu
Using textual analysis and discourse-based interviews, we investigated the ways L1 and L2 Arab student writers in a UK university from linguistics and literature use language in their master’s dissertations to interact with readers, utilizing Hyland’s (2005) model of stance and engagement. Writers’ motivations and pedagogical implications are presented.
Nigel Harwood is reader in applied linguistics at the University of Sheffield. He has edited two volumes focusing on English language teaching materials and textbooks, and has published articles on EAP and academic writing in various journals. He is the co-editor of the journal English for Specific Purposes.
Ahlam Menkabu is currently studying for a PhD at the University of Essex. Her doctoral thesis is about how L1 and L2 student writers use language to present themselves, express their opinions, and engage with readers in their academic writing. She is a lecturer at Taif University, Saudi Arabia.
Corpus from scratch: collecting and processing a sizeable EAP corpus in a (relatively) resource-poor context
Priya Mathew, Benet Vincent and Hilary Nesi
DIY corpora can enable EAP practitioners not only to find out more about disciplinary practice, but also to create bespoke materials and activities for learners with specific communicative needs. This paper will discuss the steps taken to collect, prepare and utilise corpus data in an Omani college context.
Priya Mathew designs and implements EAP programmes in the Sultanate of Oman, in collaboration with subject teachers. She runs a writing centre, and is investigating the use of language in content courses in order to improve student writing support.
Benet Vincent is a lecturer in Academic English at Coventry University and has extensive experience in teaching EAP. His research interests include corpus linguistics, EAP and writing in a second language.
Hilary Nesi researches in the areas of corpus linguistics, EAP, and the design and use of dictionaries and reference tools in academic contexts. She was principal investigator for the projects to create the BASE corpus of British Academic Spoken English and the BAWE corpus of British Academic Written English.
Great expectations: A needs analysis of context-sensitive ESP teaching
Petra Kletzenbauer and Alia Moser
Teachers at schools and universities have to strictly adhere to a curriculum that seldom matches the expectations of future employers. Hence, we conducted a study looking at teachers’, students’ and employers’ perceptions of their respective needs. We will present the results and discuss future implications.
Petra Kletzenbauer is head of the language department placed at the Montanuniversität (University of Leoben). She also teaches ESP classes at the Department of Applied Computer Sciences, FH JOANNEUM. Besides her teaching position, she is also into CLIL research, providing advice, support as well as training for students and content teachers at tertiary level, fostering CLIL initiatives in an EMI environment.
Alia Moser teaches English, German and History at a secondary business school in Austria, where students can either specialize in Marketing, IT, Controlling and Accounting or Enterprise Resource Planning. She is also a part-time PhD student at Graz University, researching student engagement with written corrective feedback in the EFL
Informed student voice: A four-way collaboration
The Student Induction Ambassador scheme for taught postgraduates to the School of Management at the University of Bath involved collaboration between the Academic Skills Centre, Student Services and the School of Management to create a learning opportunity for pre-sessional students and the collaborators. This paper describes that process and the learning it generated.
Clive Lee is a Course Leader at the Academic Skills Centre, running the summer ten-week management pre-sessional course for international students; he also teaches on in-sessional courses for international and native speakers. Clive has twenty-plus years’ EAP and ELT experience and is currently working towards an EdD in TESOL.
Session 10I (Workshop)
Feeding back and feeding forward: multi-way collaboration on improving embedded academic skills support.
Jane Saville and Ludo Sebire
This workshop will identify the patterns of successful collaboration which have taken place between students, professional services staff and subject-staff in different faculties at UWE. Recognising the patterns through which successful collaboration takes place is beneficial for improving three things: the academic literacy skills of students, leading to improved marks in assessed work; student satisfaction with the teaching they receive, which benefits the institution; and the ‘status’ of the EAP professional, which results in greater job satisfaction.
Jane Saville and Ludo Sebire both work within Library Services at the University of the West of England. Jane, who has an EAP background, is an Academic Development Manager. Ludo, who was Academic Success Co-ordinator, is Faculty Librarian for Arts, Creative Industries and Education.
Session 10J (Workshop)
Disciplinary communities of practice and language realities: practising ELF, EAP and ‘Bi(tri)lingualism’
Contextualizing EAP at Switzerland’s Bilingual University, I discuss how explorations in two disciplinary CoPs using English as a lingua franca bottom-up have shaped my take on (challenges of) English for Plurilingual Academic Purposes. I focus on speaking as a core experience of and for appropriating English for local academic purposes.
Iris Schaller-Schwaner is an EFL lecturer at the Fribourg University Language Centre and in Multilingualism &Foreign Language Education. Iris has been developing and teaching English for specific and general Academic Purposes courses for 20 years. Her current research focus is English as a lingua franca in multilingual academic contexts.