English Medium Instruction (EMI): why EAP practitioners should engage
Training non-native English speaking (NNES) academics to deliver content through the medium of English is not simply a question of language, but also changing pedagogy within a transcultural setting. It offers the EAP practitioner rich opportunities for professional development and the possibility to play a vital role in the university.
Programme Leader for English Medium Instruction courses and Senior Teaching Fellow within the International Centre, Faculty of Humanities, at the University of Southampton. PhD candidate in the Centre for Global Englishes, researching into the language related experiences of non-native English speaking academics in the UK. EAP teacher trainer since forever.
Experiencing master’s dissertation supervision: findings from a longitudinal case study, lessons for EAP practitioners
Nigel Harwood and Bojana Petric
We discuss the implications of the findings of a year-long study of master’s dissertation supervision for EAP practitioners. A number of supervisees experienced difficulties with various aspects of academic literacy, and we present data excerpts to be used as awareness raising activities by EAP practitioners to address these issues.
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.
Bojana Petric is a senior lecturer in the Department of Applied Linguistics and Communication at Birkbeck, University of London. She has published in the area of academic writing, particularly source use of citing, in journals such as Journal of Second Language Writing, Language Teaching, and Written Communication.
Collaborative practice in an integrated accounting and English language programme
Angela Joe and Cherie Connor
This paper outlines how EAP and accounting specialists at a NZ university collaborated on an English language/accounting course for officials from the State Treasury of Vietnam. We will discuss our collaborative practice and how EAP practitioners can scaffold content area texts by identifying and focusing on key academic features.
Angela Joe is Director of the English Language Institute at Victoria University of Wellington, New Zealand. Her current interests include English for Academic and Specific Purposes, academic literacy for refugee background students and TESOL teacher education.
Cherie Connor is an English Language Teacher in the English Language Institute (ELI) of Victoria University of Wellington, New Zealand. She is currently coordinating the English Proficiency Programme at the ELI. Her current interests are in the teaching and learning of academic writing, and the development of voice in writing.
Intercultural awareness: a new domain for EAP practice?
The paper argues that EAP practice should go beyond the provision of EAP courses to address other issues which impede international student participation. In particular, it is argued that the cultural baggage students bring to participatory contexts of learning should not be overlooked, and that intervention cannot exclude home students.
Emma Sweeney is Assistant Programme manager and a tutor in EAP at INTO Exeter University. She has a particular interest in intercultural communication and in addition to participating in the setting up of ICC workshops in Exeter, has also taught language and intercultural communication at Birkbeck College, University of London.
Learning to write a PhD: what supervisors say
Doctoral students in biomedical sciences, as a requirement of membership of their community of practice, must develop mastery of the skills needed to communicate subject-specific knowledge according to disciplinary norms and conventions. This presentation will analyse normative standards of excellence in doctoral writing, as described in teaching videos by seven PhD supervisors.
Maureen Finn is a Senior Tutor at the University Language Centre at The University of Manchester. Her current doctoral research is on scientific communities of practice and thesis writing for biomedical sciences.
From Patchwriting to Paraphrasing to Synthesising: A Rhetorical Journey
Students’ paraphrasing and synthesing may produce patchwriting. This university case study investigated explicit paraphrasing training and its related tasks. Focal students completed stimulated recalls of their perceptions of their lexical choices and paraphrasing techniques. Detailed analyses of the paraphrases and implication for teaching synthesis as rhetorical composition are discussed.
Maggie is an instructor/teacher trainer at Renison University College, University of Waterloo, Ontario, Canada. As well as coordinating a TESL teacher-training program, she teaches EAP writing and reading, and has interests in how learners develop writing skills and the relationship pertaining to teacher input of explicit modelling and subsequent practice.
Sustainable Development Goals for a Sustainable EAP Course
Peter Levrai and Averil Bolster
We will discuss the development of an EGAP course based on the UN’s Sustainable Development Goals 2030. Using these goals means the course will potentially be relevant, topical and engaging to multidisciplinary groups beyond 2030. The course makes extensive use of external resources through QR codes and an integrated VLE.
Peter Levrai has been teaching EFL/ESL since 1995 in a wide variety of contexts, including business, technical, exam preparation and EAP. He is currently working in the University of Macau and has a keen interest in developing bespoke training materials and courses to meet specific needs.
With a teaching career of over 20 years Averil Bolster has worked in many different contexts, from language schools to corporations to universities and has also delivered management training for the IDLTM and DELTA. At present she is working responsible for developing the EAP programme in the University of Macau.