Using technology to provide language support for distance students
As the number of distance learners increase, so does the need for a more flexible type of language support. This talk will outline various technology-enhanced techniques for providing these learners with appropriate writing support, online seminars and self-study materials.
David Read is the Director of Technology-Enhanced Learning at the ELTC, University of Sheffield. He has been an EFL/EAP teacher, teacher trainer and learning technologist for over 20 years and has worked in 14 countries, including Morocco, Lithuania, Costa Rica and Kyrgyzstan.
International students as Curriculum Advisers for academic writing courses: developing and implementing staff-student partnerships
Terri Edwards and Tamara Barakat
International student expertise in terms of disciplinary knowledge is currently undervalued and underutilised in the academy. A UKCISA-funded pilot project at Durham University has been exploring ways of creating effective staff-student partnerships so that international students can actively contribute to improving academic writing course provision by acting as Curriculum Advisers.
Terri Edwards is a Teaching Fellow at Durham University English Language Centre (DUELC) where she has worked since 2007. She is currently studying for an EdD at Durham, and working on a UKCISA-funded pilot project for developing staff-student partnerships in order to improve EAP curriculum design.
Tamara Barakat is a Durham University Master’s student from Palestine, doing Translation Studies.
Use of the CEFR in higher education: developing descriptors of academic English
Dr Veronica Benigno
This paper reports on a project to extend the CEFR to meet the needs of learners of academic English. Descriptors of academic English were created in collaboration with thousands of teachers worldwide and aligned to the Global Scale of English, a granular scale of English proficiency aligned to the CEFR.
Research Manager at Pearson, Dr Veronica Benigno conducts corpus-based research on vocabulary and is responsible for the research and validation agenda in support of teaching and assessment products. She previously worked as a lexicographer, as a teacher of Italian, English, and French, and in the field of natural language processing.
Complementary and abundant: bi-directional EAP teaching and learning
Abby Wang and Ying Wan
This presentation will introduce a collaborative study conducted by a teacher and a student. Later this student became an English teacher, providing bi-directional perspectives on the influence a complementary EAP teaching process had in improving her EAP experience.
Abby Wang is a PhD candidate studying at the University of York. She is also a pre-sessional teacher and an IELTS marker. She possesses an MA certificate in TESOL, a CELTA certificate and an Engineering degree.
Ying Wan (Lynn) was a postgraduate TESOL student at the University of York and then returned to China to teach English.
Scaffolding academic literacies with undergraduates with low English-Language proficiencies
This paper reports the way teaching and learning were organised, and emergent academic literacies scaffolded, on a collaborative teacher education programme, using an integrated content-literacy model, to meet the needs of international students with English language proficiencies markedly below the CEFR B2 level required by British universities.
I currently teach and research at the University of Leeds, but have spent the bulk of my career in the Middle and Far East, Africa, and Europe working for the British Council, and the UK or foreign governments, in the areas of teacher education, EAP and academic literacies.
Experiences of student co-authorship and review in creating an inclusive and relevant study skills service
Dr Simon Gamble
This paper explores the on-going process of creating an inclusive and accessible Study Skills service at the University of Bristol. This blended learning style service is being co-created and co-authored by a diverse range of students at the University and the involvement of international students in this process will be examined.
Simon Gamble is currently the Study Skills Developer for the new study skills service at University of Bristol. He previously managed the Learning Support service for the Faculty of Science at University of Portsmouth, and has also worked as a cancer research scientist at Brunel University and Imperial College London.
To ESAP or not?
France Barth, Sophie Acomat and Helen McKenna
This study reports on the challenges in developing a set of online learning units designed to support the needs of accountancy students. It has involved working with different stakeholders including accountancy professionals, EAP specialists, instructional designers and other teaching professionals. The process of development has raised questions around how specific the EAP materials should be.
France is a module leader at BPP University where she is currently writing online material. She has been working in the field of English Language Teaching for the last 15 years in Japan, Slovakia and the UK as a teacher, manager and material developer. Her areas of interests are online learning, teaching and material writing.
Sophie has five years’ experience as an instructional designer in Higher Education and 15 years’ experience in teaching, teacher training, content design and academic leadership. She has worked in Spain, France and the UK. She’s currently working at BPP University as an online materials writer.
Session 3I (Workshop)
Active Reading – A Collaborative Approach
This workshop aims to present literature based research in combination with teaching practice, to explore the ways in which practitioners within EAP can work in collaboration with students to enhance and improve active reading skills. Tasks will be explored to allow for discussion and further ideas development within this area.
Ella Cooper is an EAP tutor in the English Language Teaching Unit (ELTU) at the University of Leicester.
Session 3J (Workshop)
Enabling all teaching staff to deliver outstanding course programmes
Katherine High and Hermione Ruck Keane
This practical workshop, building on the findings of an action research study, will explore effective strategies to facilitate dialogue between EAP practitioners and academics in order to promote outstanding teaching and learning.
Katherine is in an EAP Tutor at CELFS, University of Bristol and currently 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.
Hermione is an Associate Lecturer teaching on the MA Education: Creative Arts and Primary PGCE programmes at the University of Exeter. She is currently researching a PhD in Sociology of Music with Professor Lucy Green at the UCL Institute of Education.