The EAP Practitioner: examining an unexamined life
Dr Alex Ding
This paper argues that to understand EAP practitioners more fully requires a coherent theoretical approach that integrates theories of identity, agency, knowledge and structure. Furthermore, unless more concerted interest is given to understanding practitioners then representations of practitioners will remain confused and endanger attempts to transform and protect EAP praxis.
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.
The impact of collaborative pedagogy on student engagement.
This paper evaluates the impact of a collaborative approach on learner engagement in the context of an integrated skills programme. This involves multiple levels of collaboration: between two teachers, the students (UG social science/humanities foundation), and academics from the target schools.
I have been an EAP teacher for 15 years, in St Andrews, with a particular interest in the development of academic discourse through reading/writing, and SLA. I am a regular BALEAP PIM attender, and a member of the BALEAP executive. I teach undergraduate and postgraduate students on foundation and pre-sessional courses, and lecture in Linguistics.
Don’t do what I say; do what I do!
As an EAP course writer and tutor, I decided to follow my own coursework assessment instructions to write a literature review and record a presentation. In this presentation, I reflect on how doing the assessment myself helped me to write course materials to clarify the assessment process for the students.
Nola Dennis is the Senior EAP Tutor at Loughborough University. She is a BALEAP Senior Fellow & Mentor.
How can we support lecturers in English-medium instruction?
Dr Katrien Deroey
The language and communication challenges associated with English-medium instruction (EMI) necessitate collaboration between EAP professionals, lecturers and other HE stakeholders to find ways of supporting EMI lecturers and ensure teaching standards. In this paper, I will first summarize the challenges EMI lecturers reportedly face. Second, I will survey different programmes worldwide supporting EMI lecturers.
Katrien is a senior lecturer in applied linguistics and language teaching at the University of Luxembourg, where she is course director of English at the Language Centre and linguistics lecturer. Her research and publications are chiefly on lecture discourse.
Commuters to collaborators – using EAP approaches with home students
Karen Nicholls and Sarah Procter
An EAP lecturer and Early Years lecturer share a commute. They decide to apply for internal funding to try something new in their teaching. They get funding. Can EAP approaches to the development of academic language be used with work-based, part-time home students whose first language is not academic?
Karen Nicholls is Head of TESOL English Language. She teaches on a range of EAP courses and on a module in the Post-graduate Certificate in Teaching English for Academic Purposes.
Sarah Procter is Senior Lecturer in Early Years. Her teaching includes Foundation Degree in Early Years.
Making Discussion-Based Pedagogy More Explicit at New York University Shanghai
The study employs collaborative action research to improve teaching practices around discussion-based pedagogy and the teaching of discussion skills between two programs at New York University Shanghai, where a majority of students are admitted from secondary school learning cultures that have not emphasized and often ignored discussion altogether.
Brandon Conlon is Associate Director of the EAP Program and Lecturer at New York University Shanghai. He has taught EAP and intercultural communication at the tertiary level for eleven years. Currently, he is pursuing an EdD in higher education from the University of Liverpool.
Defining Communicative Purpose: Views of students, EAP and subject lecturers on assessed writing tasks for Business modules.
This talk focuses on two assessed third year Business writing tasks. Using data from focus groups and interviews, along with an analysis of a corpus of successful student writing, the two tasks are compared in terms of the tasks’ communicative purpose. Stages and typical language used are also analysed.
James teaches EAP to Business students at Coventry University, and also helps to deliver the CELTA teacher-training course. He holds an MA in English Language Teaching and is currently working towards a PhD in Applied Linguistics, investigating final year assessed writing tasks on EAP support and on Business modules.
Co-marketing: A collaborative approach
The co-marketing initiative for taught postgraduate programmes and Pre-sessional courses involves collaboration between the University of Bath’s three faculties and School of Management marketing teams, Pre-sessional alumni and the Academic Skills Centre to respond proactively to the call for increased recruitment of international students. This paper describes that process and the key learning points generated.
Jo is Head of Pre-sessional at the Academic Skills Centre, managing all aspects of the Pre-sessional Programme, including curriculum design, teaching and assessment, quality assurance and marketing. She provides professional leadership to the Pre-sessional team, which delivers year-round and summer courses and contributes to the strategic overview of the Centre.
Activities that affect attitudes
Education emphasizes the importance of ability over effort. Too often this turns the teacher into tester: determining how good a student, and their work, is. Yet research stresses the importance of attitude and effort in determining success. In this, the role of teacher is much more varied and important.
Tony Prince is an Academic Director at the Norwich Institute for Language Education. Having spent many years working on programmes preparing students fro university study he is now principally involved in teacher training in tertiary education. He is lead tutor on the NILE course for teaching English for Academic purposes.
Creating an EAP management network together
Dr Liz Wilding and Dr Sarah Brewer
This workshop will bring together EAP practitioners interested in shaping and launching a network for anyone with responsibility for (or an interest in) EAP management issues. Participants will: gain an understanding of shared concerns in EAP management; explore avenues for collaborative activity and/or sharing of best practice; and contribute to the shape and scope of the network.
Dr Sarah Brewer is the Pre-sessional Programme Director (Summer) and Research Co-ordinator at the International Study and Language Institute, University of Reading. She has taught EAP at ISLI for 14 years, across the In-sessional and Pre-sessional programmes. Sarah is the BALEAP Events Officer.
Dr Liz Wilding is Deputy Head of School for the International Study and Language Institute, University of Reading. She has a background in teaching EAP to international foundation students. Liz is an author in the Transferable Academic Skills Kit (TASK) series, published by Garnet Education.