Does EAP need a concept of discourse community?
Today in EAP, the roles of genre and task are clearer than that of discourse community (DC), especially as DCs are divisible into two types: local (an academic unit) and focal (BALEAP). I argue that the usefulness of the DC concept varies according to identifiable contextual factors.
John Swales has been involved in EAP since 1963. Although officially retired, he still works on various projects.
Emancipating ourselves from mental slavery: Affording knowledge in our practice.
This paper will explore the prevalence of ‘tacit praxis’ (Maton et al, 2016) in EAP; that is that the theory behind our practice is hidden. The session will argue that ‘knowledge blindness’ (Maton, 2014) not only impedes our practice, but also our ability to drive EAP forward as a discipline.
Senior Lecturer in EAP, BALEAP TEAP Senior Fellow and Senior Fellow of the HEA. I co-ordinate our pre-sessional and am module leader for a ‘Subject Studies’ module on our foundation programme for home students. I am a PhD student at Coventry University, exploring the affordance of knowledge on a pre-sessional.
Interactivity between a first-year content course and EAP course assignment for skill transferability
Tyson Seburn and Dr Alexandra Guerson
Focusing on assignments created collaboratively between first-year professor and EAP instructor, this paper will show how the interactivity between a content course and an EAP course offered by the International Foundation Program at the University of Toronto facilitates student learning and transferability of skills.
Alexandra Guerson has a PhD from the University of Toronto, where she has been a lecturer at the International Foundation Program since 2010. She teaches World History to first-year international students and Digital Humanities to fourth-year students.
Tyson Seburn has an MA in Educational Technology & TESOL from the University of Manchester, and leads the Critical Reading and Writing EAP course at the International Foundation Program at the University of Toronto. He is author of Academic Reading Circles (the round) and member of the IATEFL TDSIG committee.
Organizational change for enhancing EAP learning
Dr Tijen Aksit and Dr Necmi Aksit
The purpose of this paper is to describe the change process an EAP program at an English-medium higher education institution in Turkey has been going through for enhancing student learning, and to use Four Frame Model of Bolman and Deal (2003) as a lens to analyse the underlying principles of the process.
Tijen Aksit holds a PhD in Educational Science and an MA and a BSc in ELT. She has been teaching EAP for more than 25 years. She has been Director of Faculty Academic English Program since 2007 and Acting Director of School of English Language since 2015.
Necmi Aksit has a BSc and an MA in ELT, and holds a PhD in Educational Administration. He teaches pre-service and in-service teacher education courses at the Graduate School of Education. He is now Assistant Director in the Graduate School of Education and Associate Dean in the Faculty of Education.
The development of national International Foundation Year (IFY) awards
In order to respond to the emerging needs of providers re international students needing to access Higher Education, a project was put together to develop national International Foundation Year awards standards with National Framework of Qualifications levels. This paper describes the process of standards setting and the impact (current and future) it is hoped this development may have.
Sue has worked in the field of English Language education and quality assurance for more than 30 years. She currently works in Quality & Qualifications Ireland, the state agency for quality assurance of all post secondary education, managing the validation of English Language education and trans-national education programmes.
Collaborative Learning to Improve Pronunciation Awareness and Accuracy
Rina de Vries and Veronica Raffin
Phonological competence not only enhances non-native speaker intelligibility, it can also build confidence and improve listening skills. Building on Vygotsky’s (1978) theory of collaborative, interactive learning, this paper describes how students can practise pronunciation with their peers. Results are evaluated in a pre-test/post- test design, supplemented by a students’ questionnaire.
Rina F. de Vries is an academic editor and EAP Tutor at the BIA, where she teaches on in-sessional, pre-sessional and foundation programmes. She has taught academic English and exam courses in the Netherlands and the UK.Her special interests are assessment and curriculum development, in particular in relation to pronunciation.
Veronica Raffin is an UG Presessional Course Coordinator and EAP Tutor (insessional, presessional and foundation) at the BIA. She has taught ELLs in Argentina, the USA, Kurdistan and the UK. She has experience teaching EAP, ESP,Grammar and Phonetics & Phonology in HE. She has also worked as a teacher trainer and module writer.
Integrating an English for Specific Academic Purposes (ESAP) component into an English for General Academic Purposes (EGAP) Course.
The challenges of incorporating an ESAP course component into an EGAP Presessional will be explored from the point of view of an EAP class teacher and a postgraduate teacher assistant (a subject specialist) and how this can inform the course syllabus and could be replicated on other presessionals.
Sue Teale is an experienced, DELTA-qualified, EAP teacher who has worked on presessional programmes in the UK and China. Currently she is employed as an EAP Tutor on Foundation and Insessional programmes and as EAP postgraduate presessional coordinator for the Birmingham International Academy at the University of Birmingham.
EAP as a Political Arena: uniting the political and ‘results focused’ communications of EAP through Critical teaching
This session will argue for a more Critical approach to the practice of EAP that can unite the two ‘discourse communities’ of EAP that exist within every student and teacher: our political, and ‘results focused’ selves.
Chris Macallister is Director of Teacher Development at Durham University’s English Language centre. Since 2011 he has worked as part of the summer pre-sessional management team at Durham.