Session 9 – Saturday April 8th 2:50-3:20

Session 9A

Publishing research in EAP: the motivations and challenges from the perspectives of EAP practitioners, heads of EAP departments and journal editors

Mary Davis

Summary

This UK-based study examines the motivations and challenges for EAP practitioners to publish research in EAP through the perspectives of practitioners, heads of EAP departments and journal editors. The research highlights the challenges of time, contractual limitations and lack of support, while also illuminating EAP practitioners’ professional and personal motivations.

Bio

Mary Davis is a Senior Lecturer at Oxford Brookes University where she manages a pre-Master’s EAP programme. Her research interests focus on plagiarism, formative feedback and phrasal intertextuality. She recently completed a PhD at the Institute of Education, University of London, in the development of source use at postgraduate level.

Session 9B

Made to Measure: Bespoke Subject Specialisation at Foundation Programme Level.

Ruth Taylor, Ben Hudson and Donna MacLean

Summary

The CELFS IFP has recently initiated curriculum invigoration, new inter-departmental collaboration, and development of bespoke specialist units which, despite issues, have clearly benefitted students. The BCH unit is here the focus for examination of different stakeholder perspectives: the students, the co-ordinator, the discipline specific tutor, and the EAP specialist, with the aim of identifying strategies for further improving unit design and learning and teaching.

Bios

Ruth Taylor has worked in several countries as a legal translator and an English language tutor, specialising in business and legal English. She has been a co-ordinator for eight years on the IFP. She is currently leading the IFP growth project which aims to improve student progression and the student experience through the development of specialist units in collaboration with departments and lecturers.

Ben Hudson is a PhD candidate and seminar tutor at the University of Bristol Law School where he teaches Law and State at undergraduate level. He has worked with CELFS to design and develop materials and assessments for IFP law students, for a unit entitled British Constitutional History.

Donna MacLean is an EAP tutor at CELFS, teaching mainly on the IFP and pre-sessional programmes. Her background in HE includes lecturing in Visual Culture and designing specialist units at CELFS for IFP Arts and Humanities students. She is currently working with Ben and Ruth as a link tutor for the BCH unit.

Session 9C

An investigation into the student’s learning experience of a collaborative research and seminar project in a pre-sessional EAP course

Jane Richardson, Ruth Humphreys and John-Sebastian Schutter

Summary

The paper discusses the findings of a mixed methods research project into the student experience of an innovative new assessment used on Heriot-Watt University pre-sessional courses, starting in 2015. The assessment was a collaborative activity designed to give students authentic practice of research, lectures and seminars, and the findings show how it supports their transition to academic life.

Bios

Jane Richardson has over 20 years’ experience of teaching EFL and EAP at home and abroad. She has a Masters in Education (OU) and is currently an Assistant Professor at Heriot-Watt University. Her research interests include assessment in EAP, collaborative learning and Global Englishes.

Ruth Humphreys has over 25 years’ experience of ESP and EAP, in addition to Teacher Education and Education in Overseas Development in SE Asia, working for UNICEF and the World Bank. Currently she is an Assistant Professor at Heriot Watt University as well as an Associate at Edinburgh University, with experience teaching in both locations on Postgraduate and Undergraduate TESOL and Language Teaching Programmes and Courses. Research interests include teacher education and more recently, benefits of collaborative working.

John-Sebastian Schutter has 5 years’ experience of teaching Dutch and English as a Foreign or Second language in the UK and in the Netherlands. He worked as a post-doc research fellow at Edinburgh University after receiving his PhD in Developmental Linguistics there. His research interests include bilingualism, L2 morphological processing, executive function, and the interface hypothesis.

Session 9D

Towards an EAP Teaching Future in China: Professional Development and the First National Certificate in Teaching EAP

Dr Stuart Perrin and Markus Davis

Summary

A focus on internationalization and English Medium Instruction (EMI) teaching is currently at the forefront of tertiary education reform in China. This paper outlines and reviews a new EAP training initiative run by XJTLU in 2016 called the National Certificate in Teaching English for Academic Purposes (NCTEAP).

Bios

Dr Stuart Perrin is the Director of the Language Centre at Xi’an Jiaotong-Liverpool University, as well as Dean of Learning and Teaching. As well as his academic roles at XJTLU, Dr Perrin advises a number of universities in China on the development of English language programmes, and is an active researcher.

Markus Davis is manager and a lead trainer of the NCTEAP at XJTLU. He has worked in EAP and EFL since 1988 and has had a number of academic roles, including Language Centre Director at the University of East London and English Programmes Manager at London Metropolitan University.

Session 9E

Student progress on a pre-sessional programme: student perception, teacher perception and student results

Anna Nunan and Dr Alex Runchman

Summary

This is a study of the perception of students attending a pre-sessional programme in relation to their progress in academic literacy. 25 students and 7 teachers were interviewed about perceptions of learning prior to and post programme. Student results were also analysed to determine differences between pre- and post-tests.

Bios

Anna Nunan is a Lecturer in TESOL and Module Coordinator for the In-sessional English modules at the Applied Language Centre in University College Dublin. She has a PhD from Trinity College Dublin and a Grad Dip in University Teaching and Learning. Her research interests include second language pedagogy, CEFR application, language teacher education, observation of teaching and assessment in Higher Education.

Alex Runchman is a Lecturer with special interest in Academic English at University College Dublin’s Applied Language Centre. He is Module Coordinator for the Pre-Sessional and Pre-Master’s English modules. He has a PhD from Trinity College Dublin. Research interests include syllabus design for EAP, assessment, and IELTS.

Session 9F

Interdepartmental and interpersonal bridge-building: three disciplinary models for embedded writing assessment

Karin Whiteside and Aaron Woodcock

Summary

This paper examines three different models for collaboration between content and language specialists in the development of assessed academic writing tasks on embedded Chemistry, Psychology and Construction Management courses. It reflects on the different influences – disciplinary, institutional, cohort-related, and interpersonal – that have interacted to mould the three assessment models.

Bios

Karin Whiteside is Director of the Academic English Programme which delivers Reading’s in-sessional provision, and has spent a lot of her EAP career designing and delivering discipline-specific in-sessional academic language and literacy tuition. She has recently completed a PhD in Applied Linguistics investigating phraseology and disciplinarity in undergraduate Social Sciences writing.

Aaron Woodcock is a Co-ordinator on the in-sessional Academic English Programme at Reading and Module Convenor of two English for Science modules.  He teaches scientific writing on a credit-bearing BSc Applied Chemistry module and reflective writing on an in-sessional course linked to a MSc Construction Management module.

 

Session 9G

Departments, Discipline Specificity and Logistical Complexity: How Do You Solve a Problem Like Pre-sessional ?

Louise Greener

Summary

Given their size and complexity, the extent to which Pre-sessional programmes can and should address the literature-promoted ideal of discipline specificity is an interesting question. This talk aims to evaluate the current strategies and approaches employed in the Durham context, and encourage participants to reflect on their own ‘answers’ to the Pre-sessional conundrum

Bio

Louise is currently the Pre-sessional Director (interim) and the ALC (Academic Language and Communications) Director at Durham University English Language Centre. She has worked as a Pre-sessional manager and curriculum developer for over ten years.

Session 9H

Rebuilding through collaboration: from text to course

Lisa Hanson and Dr Oliver Ray

Summary

The changing UK Higher Education (HE) environment that students and staff find themselves in requires a rethinking of pedagogy and a rebuilding of programmes to ensure successful student transitions.  This rebuilding is only successful through collaboration in which all parties, from students through to the wider university, work together to negotiate roles in the changing landscape of the UK HE environment. A case study will highlight the necessity of collaboration in rebuilding – from a text to a course.  This is an opportunity for participants to hear about the further development of the academic language and literacy provision within the University of Bristol and the encouraging steps that are being made towards real collaboration and therefore towards being truly embedded within departments and programmes.

Bio

Lisa is an EAP Coordinator and runs the non-credit bearing Academic Language and Literacy (ALL) provision that CELFS offer all current Bristol students.  Alongside teaching and coordinating, she is also currently involved in the university wide Academic Study Skills programme.

Oliver Ray is a lecturer in Computer Science at the University of Bristol where he directs the conversion MSc programme in Computer Science along with the Research Skills and Individual Project units. He is a fellow of the Higher Education Academy with an interest in socio-constructivist models of learning and how these can be used to enhance student project work.