Session 4 – Friday 7th April 5:10-5:40

Session 4A

Designing, Developing and Trialling  a university-wide academic skills diagnostic

Liz Austin

Summary

Reporting on the process of designing, developing and trialling a new online academic skills diagnostic, this paper focuses on the complex and sometimes challenging process of ‘bottom-up’ and ‘top-down’ consultations with collaborators across the University. We also report on focus-group feedback following the first large-scale trialling.

Bio

Liz has worked for a number of years as a senior lecturer in EAP and Academic Literacy. She is currently Head of Taught Programmes for the University’s new Talent Development Centre. Her main role is to lead and expand the TDC’s insessional academic skills and English language provision. Her main interests are the common issues and areas of overlap between the two.

Session 4B

Academic Skills for MA – Developing a student-driven, subject specific, EAP support programme for PG students.

Zoe Gazeley-Eke

Summary

This session will discuss an ongoing action research project at Coventry University on the development of an Academic Skills for MA support programme for International postgraduate students in the School of Humanities. This student driven programme aims to support international students in their transition to MA level study within a new academic culture by building links between students, EAP lecturers, subject specialists and researchers.

Bio

Zoe Gazeley-Eke has taught English in Mexico, Russia, Japan, China and Saudi Arabia. She is currently a lecturer in Academic English at Coventry University where her main teaching is on Academic English courses and the MA in English Language Teaching. Her research interests are in digital materials development, academic student support, and teacher training.

Session 4C

Breaking down barriers: increasing student engagement in writing feedback through inter-module and international collaboration.

Carla Grimley and Laura Manzie

Summary

This paper describes an attempt to increase EAP student engagement with written corrective feedback by reducing cognitive load. A project undertaken in two tertiary institutions (one on the UK, and the other in Beijing) involved multiple tutors using a scaffolded and staged, collaborative feedback process.

Bios

Carla Grimley is an experienced EAP practitioner and HEA Associate Fellow, who has been researching the fields of coherence and written corrective feedback (with its impact on student cognitive load) for the past two years. She is also studying on the Nottingham Applied Linguistics and ELT MA.

Laura Manzie has considerable experience in Academic English syllabus and materials design across various Asian and British contexts. She was responsible for managing and delivering a pilot transnational pre sessionalprogramme at a Chinese University and has an emerging research interest in the role of technology in facilitating cross-cultural collaboration.

Session 4D

Facilitating Participation in HE: New Pathways for Asylum-Seekers and Refugees

Carol Irvine

Summary

This talk describes a project launched at the University of Glasgow to provide EAP support for local refugees, by providing free places on the Pre-Sessional course. It recounts their positive experiences in doing the course, and highlights the importance of collaboration with FE and the voluntary sector to achieve this.

Bio

I began my teaching career in community-based ESOL in 1977, and have worked continuously in EFL/EAP at the University of Glasgow since 1999. I have also worked overseas in Chile, Poland, Kazakhstan, Egypt and Siberia. My main interests lie in widening participation in HE and in building international links.

Session 4E

What an authentic, collaborative, EAP writing task reveals about pre-sessional students’ source use: lessons for scaffolding academic writing

Jane Nolan

Summary

This session will outline the outcome from a collaborative, EAP writing task as students attempt to use authentic, academic texts to write a critical evaluation of a concept. Transcribing the group interaction made visible the processes involved in making linguistic choices while paraphrasing and referencing sources to co-construct their texts.

Bio

Jane Nolan is Senior Lecturer at Leeds Beckett University where she is Pre-Sessional Course Leader and teaches on the MA ELT.

Session 4F

Taking EAP students to another dimension….pay close attention: a collaborative online international learning project.

Andrew Preshous, Dr Nicole Keng and An Ostyn

Summary

This session reports on an OIL (Online International Learning) project which raised intercultural awareness and developed the business communication skills of international students. Involving collaboration between Coventry University, VIVES University College, Belgium and Vaasa University, Finland, small student groups established online links, then delivered and responded to product pitch presentations.

Bios

Andrew Preshous has taught English in Greece, Poland, Hong Kong, Malaysia and the UK. At Coventry University he specialises in EAP, teacher training and Business English. His current interests include subject specific materials design and collaborative learning projects. He is a CELTA teacher trainer and is co-author of IELTS Foundation.

Dr Nicole Keng has a wealth of experience teaching EAP in both UK and Chinese universities. She is now a lecturer in English at the University of Vaasa, Finland. Research interests include Computer Assisted Language Learning, Corpus Linguistics, and using corpora in language teaching and learning.

An Ostyn is an experienced lecturer in Corporate Communications and Business English at VIVES University College (Kortrijk, Belgium). She is the editor of a research newsletter at VIVES and a regular presenter at VIVES events, seminars and conferences.

Session 4G

Developing academic literacy: A team teaching approach with Health and Human Sciences

Caroline Hawthorne and Dr Camille Cronin

Summary

This paper reports on collaboration with a Health and Human Sciences lecturer at Essex. Focusing on a team teaching approach to academic literacy support, it considers the mechanics of the collaborative process, its impact on student learning, and the developmental value of the professional partnership.

Bios

Caroline is an academic skills tutor at the University of Essex. She contributes to a range of UG and PG modules, working with both home and international students. Previous experience includes teaching English in Slovakia, and delivering teacher training in a Further Education context.

Dr Camille Cronin is a Senior Lecturer and is Subject Lead for Foundations in Health. Her nursing career spans clinical practice, clinical and academic research, and healthcare management. Her research interests include lifelong learning, workplace learning and workforce issues including the role of the assistant practitioner and qualitative methodologies.

Session 4H

State of the union: Evaluating the current and envisioning the future knowledge base of EAP

Dr Ian Bruce and Dr Alex Ding

Summary

EAP has a growing research and pedagogic literature that constitutes the knowledge base of the field. In the first part of this presentation, we provide a critical overview of the state of this current knowledge base, and in the second part, we consider areas for its future extension and development.

Bios

Dr Ian Bruce is Senior Lecturer in Applied Linguistics at the University of Waikato, Hamilton, New Zealand. His research relates to the application of genre theory to EAP courses, and in particular to academic writing
instruction.

Dr Alex Ding is Lecturer in EAP and Director of the Centre for Excellence in Language Teaching at the University of Leeds. His research interests relate to practitioner identity and agency and how they relate to knowledge and structure.