What can we do with corpus-based information about academic speaking?
Recent developments in spoken corpus analysis have generated a lot of quantitative statistical information about academic speaking. However, successfully exploiting such information to inform EAP materials calls for not only qualitative interpretation but a collaborative enterprise between corpus linguists and classroom practitioners. This workshop offers hands-on opportunities for such cooperation.
Michael McCarthy is Emeritus Professor of Applied Linguistics, University of Nottingham, UK, Adjunct Professor of Applied Linguistics, University of Limerick, Ireland and Visiting Professor, Newcastle University, UK. His special interest is corpus linguistics. He is (co-)author/editor of 50 books, including Academic Vocabulary in Use, and over 100 academic articles.
Can students design their own lexical curriculum?
This presentation will question whether a prescriptive, discipline specific approach is most effective when equipping students to be effective academic actors in their field. Instead it will suggest that teachers and syllabi can equip students with effective problem solving skills and vision in the language of their discipline.
Mike Groves is the Manager of the EAP side of the Foundation Pathways at the University of Birmingham. He has a wide, international range of experience with EAP and the wider world of ELT.
Uneven language proficiency: how spiky can a spiky profile be?
Language proficiency is assessed across the 4 skills, and the term ‘spiky- profile’ often used to describe uneven performance in one or more of these skills. Using test data from the Test of English Language Level, designed by the University of Central Lancashire’s examinations project, such ‘spiky profiles’ have been investigated.
Karen is an EAP Lecturer with two decades of teaching experience. She has taught abroad and in FE. At UCLAN she teaches on the BA and MA TESOL degrees and runs the University’s award-winning student support unit which develops students’ academic literacy and other related study skills.
Routes, Realities and Rewards: A collaborative exploration of EAP Teacher Observation and Development
Mary Forbes, Sarah Butler and Conrad Heyns
The increasing number of routes into EAP teaching mean assumptions previously made about a shared language with which to discuss best practice in EAP may not be valid. A cross-institution collaborative project was launched to explore the issues using the observation process as the core of the solution.
Mary Forbes is the Director of Pre-sessional English Courses for CU Services in Coventry and has previously worked in other UK HE institutions as well as Japan and Egypt.
Sarah Butler is an Associate Director of Pre-sessional English Courses for CU Services in Coventry, having previously work in HE and EFL in a number of countries including China, Oman and Thailand.
Conrad Heyns is the Deputy Director of the Language Centre at the University of the Arts, London and has extensive international experience as a teacher, course leader and teacher trainer.
Academic Literacy in a Pool of Academic Literacies? Intercultural Needs of Students and the Role of EAP Teachers
Frank Lauterbach and Anna Grynchuk
EAP teachers at German universities have to re-negotiate the academic purposes of English according to the intercultural complexity of their students’ needs and adjust their curricula accordingly. We suggest an approach to teaching that focuses on choices to improve academic English literacy without students giving up their respective native literacies.
Frank Lauterbach is manager of english+, an English-language programme for junior researchers at Carl von Ossietzky University Oldenburg. In addition, he regularly teaches academic writing and presenting to post-graduate research students at various places of tertiary education in Germany and Europe.
Anna Grynchuk is manager of English courses at the ISSK (international student language centre) at Johannes Gutenberg University Mainz. She had been teaching previously at various language centres and universities in Germany, including the Universities of Oldenburg and Bremen and the University of Applied Sciences in Bremen.
Teaching home students: Teachers’ attitudes to a new challenge
Supporting home students may blur the lines between EAP and Academic Skills/Literacy. This paper will report on a set of interviews intended to reveal the thoughts and understandings of teachers who do such work. In themselves, such views are of interest; set against ‘traditional’ EAP, this interest may be amplified.
Mick is Senior Tutor in EAP and Academic Skills at the University of Essex; he contributes to several UG and PG modules and to liaison with university departments. Previous experience includes teaching English and teacher education in China, and EAP teaching and course directing at the University of Nottingham.
The hard job of trying to please everybody – putting the S into EGAP
Nathalie Vermeire and Tom Rewhorn
This paper describes the collaboration between students and academics which helped develop five modular courses of four two-hour weekly sessions embedded into the summer Pre-sessional general courses. These modular courses intended to develop the specific academic skills and discourse relevant to either the students’ discipline or their subject.
Nathalie works at the Academic Skills Centre, running the ten-week General Pre-sessional course for international students. She also coordinates a module for the MA TESOL course in collaboration with departmental academics and teaches on a number of in-sessional courses for international and native speakers, and specific courses of various departments.
Tom also works at the Academic Skills Centre and leads the five-week General Pre-sessional course. During the year he teaches on a number of in-sessional courses, including the MA TESOL and academic writing skills and other programme specific courses.
Decoding Generation Y: Can We Build Bridges?
Etienne Wenger (https://baleap2017.org/) claims we can understand each other when there is a reason to align our diverse opinions. Along these lines, I believe students and teachers have different expectations, needs and perspectives, which sometimes poses a challenge. To build bridges between these diverse views, I conducted a research based on generation Y which I would like to share with the audience.
I studied American Culture and Literature at Baskent University and then pursued my masters’ degree on Teaching English as a Foreign Language at Bilkent University. I was given a teaching award by Ames High School in Iowa while doing my internship in the States. I received my delta diploma in 2009. I am currently working at Sabancı University as a full time English instructor.
Session 5I (Workshop)
The Last Barrier – exploring the divide between EAP provision and neurodiversity provision within HEIs.
Christina Healey and Ivan Newman
This workshop operates within the context of ideas about ‘inclusive practice’ and explores the potential for collaboration between two very different communities of educational thinking and practice, namely EAP and specialist Study Skills for students with specific learning difficulties/differences.(SpLD)
Christina Healey (Joint Workshop Leader) has been teaching ESOL with adults in the UK since the 1970s. She moved into EAP in HE in the 2000s. She was identified as dyslexic in 2013 and this has caused her to rethink many of her assumptions about language and learning. She now works in London as both a
specialist dyslexia study tutor and as an Academic Language Tutor preferring always to teach within inclusive provision.
Ivan Newman (Joint Workshop Leader) is a Specialist Diagnostic Assessor and Study Skills Tutor for HE students with Specific Learning Difficulties. He combines science, managerial, general business and writing backgrounds to give learners kinaesthetic and multisensory techniques for mastering their studies, spanning, literally, Anthropology to Zoology. He is at present doing doctoral research on the practical consequences of inclusion in HE.
Diaries of a University Recognition Manager
How do you engage universities about English language qualifications? What role do such qualifications play in the higher education domain (and beyond), operationally and academically? This workshop will review engagement and interaction with universities, drawing on experience acquired through working with Trinity’s ISE, in the UK and overseas.
As University Recognition Manager Jonathan liaises with HEIs, in the UK and globally. He previously worked for UK pathway and degree-level institutions in international student recruitment. He has also worked extensively in English language provision and assessment as a teacher, examiner, academic coordinator and materials writer.