WELCOME []/file/BALEAP_PI… · Web viewBALEAP PIM: Process and Practice in EAP14 November 2015, University of Sheffield ELTC. BALEAP PIM: Process and Practice in EAP14 November

Front cover photo: The Arts TowerThe Arts Tower at the University of Sheffield was opened in 1966 by Queen Elizabeth, The Queen Mother, and it has been described by English Heritage as “the most elegant university tower block in Britain of its period”. At 22 storeys, it is the tallest university building in the United Kingdom. Circulation is through two ordinary lifts and a rare paternoster lift, at 38 cars the largest of the few surviving in the United Kingdom. Photo: courtesy of EFMReferences: https://en.wikipedia.org/wiki/Arts_Tower and http://www.sheffield.ac.uk/visitors/landmarks

C O N T E N T S

WELCOME................................................................................................................1

PROGRAMME............................................................................................................2

OPENING PLENARY...................................................................................................4

SECOND PLENARY....................................................................................................5

CLOSING PLENARY...................................................................................................6

PRESENTATIONS AND WORKSHOPS.........................................................................7

REFRESHMENTS.....................................................................................................44

CONTACT DETAILS.................................................................................................45

POST-PIM EVENT....................................................................................................46

THE NEXT PIM........................................................................................................48

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W E L C O M E

Welcome to the Process and Practice in EAP BALEAP PIM. The University of Sheffield’s English Language Teaching Centre (ELTC) is very pleased to be hosting this event, and we are excited to be offering such a wide and varied range of sessions in response to the theme.

We have organised these sessions into 5 strands:

Systems for feedback Frameworks for tasks Procedures for assessment Process approach Autonomy and reflection

In addition to the live workshops and presentations throughout the day, plenary recordings, video summaries and other documentation will be made available after the event. We would encourage you to add to this by tweeting about the day.

#BALEAPpimELTC

The PIM organising team emerged from an interest group (known as a scholarship circle) at the ELTC which focuses on aspects of teacher development. In sharing ideas about processes and systems that we apply in our teaching practice, it soon became clear that this was an area of interest for many EAP teachers. Therefore, we decided to host this BALEAP PIM, inviting papers that have a practical application in the EAP classroom. The response from the EAP community was very positive, and this is reflected in the number and range of sessions on offer today.

We hope you find the day useful, inspiring and enjoyable.

The PIM Team

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P R O G R A M M E

9:00-9:45 Registration and coffee

9:45-10:00 Welcome and conference openingLecture Theatre 4

10:00-10:45

Opening Plenary

Lecture Theatre 4 Page 4

Long-Term Motivation and Motivational Currents in L2 learningZoltán Dörnyei

Session 110:50-11:20

Tutorial data and curriculum design

Pete Hanratty &Lizzy TanguayLecture Theatre 5Page 7

Learning technologies in EAP: an online course for teachers

David ReadLecture Theatre 6Page 8

The evolution of a reflectiveportfolio assessment

Alison EvansLecture Theatre 9Page 9

Transitional pedagogyProcesses & routines

Hannah Gurr &Alan LockettLecture Theatre 8Page 10

EAP as a framework for collaboration

Clare Carr &Diana ScottLecture Theatre 3Page 11

Academic skills: from theory to practice

TheresaBrisbane-IngallLecture Theatre 1Page 12

11:20-11:45

Coffee and pastries Page 44

Session 211:45-12:15

Teacher feedback practice: process and product

Maxine GillwayLecture Theatre 5

Use of exemplars for in-sessional classes

Octavia HarrisLecture

Designing and implementing an Eportfolio

Nick MurgatroydLecture Theatre 9

From SLA to EAP

Kerry TavakoliLecture Theatre 8

Developing autonomy in an authentic seminar

Olwyn Alexander & Ruth Humphreys

Encouraging mindful learning through reflection tasks

Irina Veleanu &Simon GoochLecture

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Page 13 Theatre 6Page 14

Page 15 Page 16 Lecture Theatre 3Page17

Theatre 1Page 18

12:20-13:00

Second Plenary:

Lecture Theatre 4 Page 5

Reconceptualising EAP as Academic RepertoireDavid Hyatt

13:00-14:00

Lunch Page 44

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Session 314:00-14:30

Learning presentation skills through peer feedback

Elizabeth LongLecture Theatre 5Page 19

Understanding task demand(workshop)

Tony PrinceLecture Theatre 7Page 20

Implementing alternative assessment

Jayne PearsonLecture Theatre 9Page 21

Interactional processes in academic speaking

David CamoraniLecture Theatre 8Page 22

Developing autonomy through writing

Joan McCormackLecture Theatre 3Page 23

From IELTS-style writing to academic writing

Joanne WebsterLecture Theatre 1Page 24

Session 414:35-15:05

Formative feedback on academic writing

Lisa RobinsonLecture Theatre 5Page 25

Student-led seminars: a new reading-into-speaking assessment

Chris SmithLecture Theatre 6Page 26

A framework for student presentations(workshop)

Simon Gooch &Elaine SmithLecture Theatre 7Page 27

Doing and making punctuation work

Michéle le RouxLecture Theatre 8Page 28

Self-assessment of academic writing skills

Helen AlcelikLecture Theatre 3Page 29

Undergraduate students’ engagement with the research process

Jane RichardsonLecture Theatre 1Page 30

Session 515:10-15:40

Systematic approaches to EAP reading

Anastasios AsimakopoulosLecture Theatre 5Page 31

Academic Reading Circles

Julie IbdaliLecture Theatre 6Page 32

A system for testing Academic Literacy (workshop)

Karen OttewellLecture Theatre 7Page 33

Written feedback: does it really work?

Sal ConsoliLecture Theatre 8Page 34

A shifting EAP context: challenges and solutions

Jessica Sequera, Michelle Joubert & Helen CostelloLecture Theatre 3Page 35

15:40-16:00

Tea and coffee Page 44

16:00-16:45

Closing Plenary: Applying Linguistics and Theorizing Practice in EAP

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Lecture Theatre 4Page 6

Diane Schmitt

From 17:00 Post-PIM drinks in the upstairs room of the University Arms Page 46

Key to Themes

Systems for Feedback Frameworks for Tasks

Procedures for Assessment Process Approach Autonomy and

Reflection

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BALEAP PIM: Process and Practice in EAP 14th November 2015, University of Sheffield ELTC

O P E N I N G P L E N A R Y

Long-Term Motivation and Motivational Currents in L2 learningLT04 10:00-10:45

Most people will, at some point or other, have come across a curious phenomenon whereby somebody suddenly embarks on a project, invests a great deal of time and energy in it for a period of time and, as a result, often achieves something quite remarkable. This paper discusses this phenomenon and introduces a novel psychological construct to describe it: ‘Directed Motivational Current’ (DMC). It refers to an intense motivational drive capable of both stimulating and supporting long-term behaviour, such as learning a foreign/second language. DMCs involve unique periods of heightened motivational involvement whereby individuals pursue a goal/vision which is considered personally significant, highly relevant to one’s desired identity and emotionally satisfying – the experience of a DMC carries with it the excitement of journeying down a ‘motivational highway’ towards new pastures.

The DMC phenomenon occurs in numerous guises within the social world. DMCs have been used to transform individuals, groups and situations which have lost their ‘zest’ or lacked a clear future vision, by offering a pathway of intensive motivated action. If a DMC is successfully launched, people – and even organisations – can become caught up in it and can move on to new levels of existence or operation. When applied in second language contexts, DMCs can energise language learners to perform beyond expectations and across several levels and timescales, including long-term projects. As such, DMCs have considerable potential as specific tools to motivate learners in the language classroom. After discussing the main dimensions and features of the construct, I will describe several practical areas where DMCs can offer benefits.

Zoltán Dörnyei received his PhD in Psycholinguistics at Eötvös University, Budapest, in 1988, where he then worked for 10 years as a language teacher trainer and applied linguist. In 1998, he moved over to the UK, and he is now Professor of Psycholinguistics at the School of English, University of Nottingham. His main research interest involves studying the personal characteristics that make someone a successful language learner, and

within this area, most of his research has focused on investigating student motivation. He has published nearly 100 academic papers and book chapters on various aspects of second language acquisition and language teaching methodology, and he is the author of over 20 books on a variety of topics,including motivation, group dynamics, research methodology and the psycholinguistics of second language learning. His latest book, published in September 2015, is“Motivational Currents in

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Language Learning: Frameworks for Focused Interventions” (Routledge; co- authors: Alastair Henry and Christine Muir).

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S E C O N D P L E N A R Y

Reconceptualising EAP as Academic RepertoireLT04 12:20-13:00

Many ELT practitioners have felt themselves to be marginalised professionally in comparison to other educators in terms of salary, prospects and professional standing, which is evident through the current designation of much university EAP provision as part of ‘support services’ or ‘extra-faculty provision’ rather than within ‘academic’ departments. So what can EAP professionals do to ensure we are not complicit in this marginalisation? One avenue for exploration is a reconsideration of what we do and seek to achieve. For many years, EAP has been characterised by a narrow focus on the individual ‘skills’ of EAP and this has been mirrored in, and arguably driven by, high-stakes assessment protocols. Despite much critique, this ‘segregated skills approach’ (Mohan 1986), separated from the academic work required by HE students, remains largely dominant. It is often through this restricted lens that those outside the EAP community view our practice.

I argue that we need to re-characterise our professional practice more explicitly away from the simple language upskilling of students and more towards the preparation of potential and actual HE students to become successful members of the academic community. I draw on Blommaert and Backus’ (2011) articulation of ‘repertoire’ to argue that by focussing more on our roles as developers of the repertoires of successful students, we re-emphasise that capacity-building and individual development is the goal of HE. This does not deny the high-stakes nature of much of the assessment EAP students encounter, but advocates a conception that EAP is, and should be, far more than the ‘delivery’ of a measureable set of competencies or a mere support service that is subordinate to ‘real’ academic departments. In making the case for the trans-disciplinary, culturally-agile and research-informed work we do with our students, I hope we can reassert the case for the EAP profession to be considered to be as professionally important as other university departments, serving the dual purpose of helping our students to develop the competencies, skills, dispositions, values and understanding they need to be successful in higher education, whilst simultaneously advancing the argument that the EAP profession must not be consigned to the margins of institutional academia.

David Hyatt is the Director of the Doctorate in Education (Language Learning and Teaching) at the School of Education, University of Sheffield. He was previously the director of the MEd (English Language Teaching) and the Deputy Director of Learning and Teaching for the School. He was awarded a Senate Fellowship for Sustained

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Excellence in Learning and Teaching by the university in 2010. He holds an MEd (TEFL) with distinction from the University of Bristol and a PhD in Critical Literacy. Prior to his university career, he was an English Language teacher, EGP/ESP tutor, teacher educator and director of studies working in Spain, Hungary and the UK, including two years working for the British Council in Budapest teaching a bespoke political English programme for Hungarian MP’s in the Hungarian Parliament.

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C L O S I N G P L E N A R Y

Applying Linguistics and Theorizing Practice in EAPLT04 16:00-16:45

In this presentation I pick up on themes introduced in last year’s PIM on Teacher Development, particularly those relating to scholarly activity in EAP and teacher research. I will explore the theory-to-practice cycle in Applied Linguistics research with particular reference to EAP. I contend that this cycle is incomplete because we rarely see how the practice of EAP feeds back into theories of how people learn and develop as users of English for Academic Purposes. One proposal at the SHU PIM was that EAP teachers should engage in action or practitioner research. While I agree that this is a good idea, the definition of action research that was put forward was of an activity that was inward looking. I believe that if the findings of action research remain local, a valuable resource for theory building around EAP teaching and learning is being lost. I will review presentations from BALEAP events including this one to illustrate the potential for going wider with the findings of action research to close the loop in the theory and practice cycle.

Diane Schmitt is a Senior Lecturer in EFL/TESOL at Nottingham Trent University and Chair of BALEAP. She teaches on the MA in English Language Teaching and also on a range of English for Academic Purposes courses. She serves on the editorial board for JEAP, is a member of the TOEFL Committee of Examiners, and chairs the Programme Quality Committee for NCUK. She has co-authored two textbooks on teaching vocabulary.

She regularly presents, publishes or consults on the following areas: academic writing, plagiarism, vocabulary acquisition, language testing, materials development and the international student experience.

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P R E S E N T A T I O N S A N D W O R K S H O P S

Time 10:50-11:20

Full Title The big picture: Mining tutorial data to inform curriculum design

Room LT05Theme Systems for feedbackSpeaker Pete Hanratty and Lizzy Tanguay

Summary

In a process that links two different aspects of our provision, we have developed a web-based feedback system to inform materials development. Now, subject-specific workshops can be based on the analysis of a substantial dataset from our own institution rather than anecdote or assumption, and we have turned our administrative requirement of keeping student records into a growing, evolving and robust basis for workshop and material design.

Content

This presentation will discuss how the large-scale collection and analysis of tutorial records has informed curriculum design and workshop materials. In order to develop needs-based, university-wide writing provision, ASP at Swansea University has implemented a web-based system for recording identified areas for improvement in 1:1 tutorial sessions. Grouping records according to student metadata allows us to profile student needs by discipline area and year of study. The emerging patterns have enabled us to create bespoke workshops for particular student cohorts.

BioPete Hanratty is VLE Coordinator and Lecturer at ASP, Swansea University. Lizzy Tanguay is ASP General Programme Coordinator and Lecturer.

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BALEAP PIM: Process and Practice in EAP 14 November 2015, University of Sheffield ELTC

Time 10:50-11:20

Full Title Learning Technologies in EAP: A practical online course for teachers

Room LT06Theme Frameworks for tasksSpeaker David Read

Summary

For EAP teachers to use technology in the classroom, they need to develop an understanding of pedagogical frameworks such as TPACK (Technical Pedagogical Content Knowledge) and implementation frameworks such as SAMR (Substitution - Augmentation - Modification - Redefinition). These will both be discussed and explained in the presentation.

Content

In the modern EAP classroom teachers need to be able to use a wide range of technologies and online tools to make their lessons more relevant and engaging: such things as Virtual Learning Environments (VLEs) for managing class documents and discussions, corpora websites for vocabulary expansion and exploration, or cloud documents such as Google Docs for collaborative writing projects. However, EAP teachers have very few opportunities to learn the pedagogical and technical skills needed to use them effectively.This presentation will describe an innovative new online course from the English Language Teaching Centre at the University of Sheffield aimed at providing EAP teachers with the pedagogical knowledge and technical knowhow to be able to comfortably use these tools with their students. An outline of the course and the theoretical underpinnings will be discussed and audience members will be given the chance to sign up for the pilot course running from February next year.

Bio

David Read is the Academic Director of Technology at the ELTC, University of Sheffield. He has been an English teacher and teacher trainer for over 20 years and has worked in 14 different countries. His current interests are teacher training for technology and creating online materials.

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Time 10:50-11:20Full Title The evolution of a reflective portfolio assessmentRoom LT09Theme Procedures for assessmentSpeaker Alison Evans

Summary

The session will examine the process of introducing a new assessment as part of a new course and the challenges that brings. This assessment involves introducing regular reflective practice into the course design, ultimately leading to a summative assessment in which students write a narrative self-evaluation based on their development during the academic year.

Content

UCL Centre for Languages and International Education (UCL CLIE) launched an International Pre-Master’s course in 2015. The presentation will report on the development of a Reflective Portfolio as part of the final summative assessment of this course.It will look at the development of this assessment in terms of:• the initial inception of the idea and rationale for

inclusion in the programme, with reference to the literature.

• the formulation of the final summative assessment.• the incorporation of regular reflective practice in the

course curriculum.• Student and staff training in reflection and reflective

practice.It will also discuss problems encountered along the way and how the team overcame them. Finally, it will look at the current state of play of the project in the pilot year of the course and consider lessons learned.

BioAlison Evans is a Teaching Fellow in English for Academic Purposes at UCL and a member of the working group to develop the UCL International Pre-Master’s which started in September 2015.

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Time 10:50-11:20

Full Title Transitional pedagogy: Processes and routines for learning

Room LT08Theme Process approachSpeaker Hannah Gurr & Alan Lockett

Summary

The presentation looks at some practical applications of converging trajectories of teaching and learning concerns of recent years to EAP classroom practice. A cluster of processes, activity frameworks, and classroom routines, as well as systems for assessment, feedback and reflection form part of a transitional pedagogy approach seen in the context of the delivery of two core Academic English units on the University of Bristol International Foundation Programme.

Content A number of teaching, learning and assessment strands have converged at a certain theory-practice intersection of EAP. The assessment for learning project has problematised feedback, pointing “the multiplicity of students’ and lecturers’ responses to the assessment feedback process,” and “the nature of interactions between feedback giver and receiver” (Evans, 2013), with implications for tutors to “sharpen and improve the ways in which they make written comments, conduct conferences, or facilitate peer review.” (Ferris, 2014). Institutional criteria may be shared for transparency, but be compromised by issues of accessibility (Carless, 2015), with “evaluative expertise” (Sadler, 1989) needed for attainment conditions to be grasped. Elsewhere Legitimation Code Theory has offered useful illumination of ‘abstract’ and ‘contextual’ knowledge through the ‘semantic gravity’ (Maton, 2013) concept. Meanwhile, BALEAP expects EAP tutors to “provide opportunities and stimulus for critical thinking in sequences of learning activities.” (TEAP Competencies).At the confluence of these trajectories a transitional pedagogy of processes and routines has developed within our International Foundation Programme. They form part of an active guided interventive learning enhancement (AGILE) approach, exhibited here with examples: an activity sequence in which students are prompted to co-construct the transparency of shared assessment criteria; a draft-review-redraft process for actively formative writing instruction; a feedback sequence for writing involving application of the ‘waving’ concept (Maton, 2013); and an

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evaluative routine (after Sadler, 2013) for tutorial/peer review, involving students in working on judgments and rationales.

Bio

Alan Lockett coordinates the International Foundation and International Graduate Programmes (IFP & IGP) at the Centre for English Language Teaching (CELFS), University of Bristol. Hannah Gurr teaches across a range of CELFS programmes, including teaching English for Engineers, Academic Language & Literacy, and Maths Link. Both teach academic English on the IFP.

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Time 10:50-11:20

Full TitleEAP as process: A framework for successful collaborations between EAP professionals and other support departments

Room LT03Theme Autonomy and reflectionSpeaker Clare Carr and Diana Scott

Summary

The paper describes, critically analyses and reflects upon EAP process and practices utilised in our collaborative in-sessional classes. It discusses the wider impact of EAP learner training and the development of a systematic process for the creation of collaborative sessions, including: a process approach to classroom tasks; immediate feedback to students; nurturing of learner autonomy strategies and materials development cycles.

Content

Collaborations between the English Language Centre (ELC) and the Careers, Employability and Enterprise Centre (CEEC), forming the Durham University International Student Employability Programme (DISEP), have facilitated the distillation of our EAP processes and the creation of a successful framework for the design of future learner-centred collaborative sessions. We propose that our students’ familiarity with elements of existing pre- and in-sessional courses can be capitalised on to increase international students’ engagement with sessions run by other support departments. Students are encouraged to take ownership and responsibility for their learning through elicitation, reflection, active processing and application of input, analysis, practice, feedback, reflection and identification of strategies to facilitate their future autonomy. We further propose that, through the introduction of elements of EAP task and activity frameworks, it is possible to reduce the cognitive load involved in the processing of information often delivered via more traditional methods by our support department colleagues, thus increasing student productivity within the sessions. Re-application of this cycle may provide cumulative benefits.This paper considers what we have learnt and the possible applications of these processes and practices as a framework for future collaborative sessions with other support departments in our own and other HE institutions.

Bio Clare Carr and Diana Scott are Teaching Fellows, course

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coordinators and materials writers at Durham University’s English Language Centre, with special responsibility for the design and delivery of in-sessional courses involving collaboration with other support departments.

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Time 11:50-12:20

Full Title Academic skills: A framework for bridging the gap from theory to practice

Room LT01Theme Autonomy and reflectionSpeaker Theresa Brisbane-Ingall

Summary

This presentation looks at efforts to enable students to make active links between competencies in EAP/Study skills and requirements of their core modules. The use of reflective cycles' is a key component of building a framework for learner autonomy.

Content

Initiatives to develop Academic and Study Skills are often envisaged as bolt-on classes or courses of a generic nature and often appear to students as isolated activities which do not necessarily have value for their areas of substantive interest and learning. As a result it can be problematic for students to understand how these skills are inter-related and transferable and to develop an ambitious, rigorous and ultimately proactive approach to the development and application of their skills.This presentation will describe an initiative intended to develop students’ ability to take these skills from a series of isolated learning tasks to a learning process with deeper engagement and application. Building on a series of increasingly critical and self-reflective activities, students were set a synoptic, skills-based assignment in which they had to design a product or service using research, reflection and peer correction techniques. A key aspect of this undertaking was that the synoptic element required students to incorporate and relate elements from their whole course of study.The presentation, hence, relates to and develops key areas of process and practice in EAP, including those such as reflective cycles and development of learner autonomy.

Bio

Theresa Brisbane-Ingall has been an English teacher and trainer in university, college and language school settings for over 30 years. Her main areas of interest are CLIL and developing reading into writing. She has taught in Europe, North America and South-East Asia.

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Time 11:45-12:15

Full Title Teacher feedback practice: does the process have an impact on the product?

Room LT05Theme Systems for feedbackSpeaker Maxine Gillway

Summary

This session looks at process and product in perhaps a slightly original way - considering the process the teacher goes through to give feedback rather than the process the student goes through to write an essay. It will highlight some interesting points for consideration to improve our feedback practice.

Content

This presentation is a piece of a larger body of exploratory research into teacher cognition and its effect on our feedback practices. Two teachers on a pre-sessional course volunteered to record themselves thinking aloud while giving written feedback using Grademark on the first draft of a 2000-word literature review. These think aloud protocols revealed some interesting differences in strategies, focus, emotional engagement and formulation of feedback - despite the stringent marker training and criteria that were supposedly in place. The presentation will look at how these differences impact (or not) on the oral feedback tutorials and the written comments to the students. Extracts will be used from the think aloud protocols, the oral feedback tutorials and the written comments to illustrate key points. Finally, students were asked to evaluate the usefulness of their teacher's feedback. Generalisations will be made about what we might learn from the findings. Permission was sought from both teachers and students for the use of these recordings in my research and conference presentations.

BioMaxine Gillway has 30 years' experience in EFL, and 20 in EAP at universities in the UK, the UAE and Turkey. She is Deputy Chair of BALEAP, Deputy Director of CELFS and EdD candidate at Bath.

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Time 11:45-12:15

Full Title Use of exemplars for in-sessional classes in Higher Education

Room LT06Theme Frameworks for tasksSpeaker Octavia HarrisSummary

The use of exemplars will contribute to an understanding of the frameworks of tasks and activities in the EAP classroom.

Content

Exemplars are examples of students’ written assignments. In higher education, students are required to meet assessment criteria in their academic writing but may find this challenging. I argue that exemplars of student writing can be used for genre analysis and instruction as they provide authentic examples of academic discourse that embody the quality and competence standards required in assessment criteria. I propose using exemplars in various teaching methods of instruction and peer discussion in in-sessional classes that enable students to identify and develop an understanding of assignment requirements, make explicit tacit knowledge in writing, annotate exemplars and make judgements of varying qualities of academic writing. Students have commented that exemplars have helped clarify requirements of assignments and have helped them structure their writing. Exemplars have also increased their confidence in writing and developed their reflective thinking about their writing.

Bio Octavia Harris is a Senior Lecturer in EFL teaching in-sessional classes at Nottingham Trent University

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Time 11:45-15:15

Full TitleIs this the way they say the future’s meant to feel?: designing and implementing an e-portfolio for pre-sessional students

Room LT09Theme Procedures for assessmentSpeaker Nicholas Murgatroyd

Summary

The paper will consider some of the challenges posed by moving to the eportfolio process whilst maintaining the EAP demand for constant revision of drafts, look at why Google Classroom was chosen and consider both the positives and the negatives of this implementation.

Content

In Summer 2015, the ELTC at University of Sheffield piloted an eportfolio with our 6-week-pre-sessional students as a replacement for the traditional end-of-course assessment. Rather than use large scale portfolio tools such as Pebblepad, the ELTC designed its own using Google Classroom and other GAFE products. The paper explores the process of how the eportfolio was designed from a technological perspective, how it met pedagogical and assessment demands, and how the experience of the pilot will inform changes for next year.

Bio

Nicholas Murgatroyd is Learning Technologies Co-ordinator at the ELTC in Sheffield. He has taught English in various countries, written and edited textbooks and online materials, and has a PhD in nothing connected to either EAP or Tech.

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Time 11:45-12:15Full Title From SLA to EAPRoom LT08Theme Process approachSpeaker Kerry Tavakoli

Summary

This presentation looks at the link between three processes which form the mainstay of pre-sessional study - language acquisition, reading and writing. The importance of reading for writing has long been accepted, but the potential for language acquisition is often underexploited.

Content

This presentation looks at the link between three processes which form the mainstay of pre-sessional study - language acquisition, reading and writing. A bottom-up approach to the reading process facilitates grammatical awareness, vocabulary acquisition, comprehension and familiarity with different genres. This in turn facilitates writing in the various genres now required in assignments, as there is a constant focus on noticing grammar and complex structures, as well as modality to enhance communication. The reading to writing process necessarily involves texts relevant to the subject matter the students will be writing about, and will thus provide exposure to the target language, vocabulary and potentially motivation, which in itself is a key requisite for language acquisition.I will outline a Pre-Master’s course which works on this principle.

Bio

Kerry Tavakoli is a Teaching fellow in EAP, specializing in reading for writing, and second language acquisition. She is particularly interested in putting SLA theory into practice in academia, and thus supporting the students and enhancing their experience.

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Time 11:45-12:15

Full Title Developing student and staff autonomy in an authentic seminar: a process approach

Room LT03Theme Autonomy and reflectionSpeaker Olwyn Alexander and Ruth Humphreys

Summary

The proposal links to the conference theme by outlining the development of a process orientated, learner-centred task, aimed at assessing students’ speaking and listening skills via a new and innovative assessment mechanism; a Lecture Investigation Task. This involved assigning responsibility to student teams, to investigate a lecture topic and research and plan a seminar to follow a lecture.

Content

Experience of participating in seminars is a key aspect of a pre-sessional course for students who are going on to study at postgraduate level. The challenge lies in how to create an authentic experience and assess it consistently and fairly, engaging the students at the same time. The proposed presentation aims to share the development, trialling and outcomes of an innovative assessment for speaking and listening, trialled on Heriot Watt pre-sessional courses (2015). This involved handing over significant responsibility to teams of students for researching, planning and implementing relevant seminars, to follow (one of a series of) lectures. The assessed elements focused on how the student teams managed the seminar delivery and involved the integration of skills (oral and aural) as well as critical reflection and research skills in the preparation.In handing over responsibility to students, controversially, the teacher’s role was significantly altered. Teachers initially had low expectations of students’ ability to undertake this task, but were surprised and impressed by the outcomes. While the quality and relevance of questions was sometimes weak, resulting in poor discussion, the context gave students opportunities to practise and develop their skills and confidence.

BioOlwyn Alexander is a former Chair of BALEAP and currently Chair of the BALEAP Accreditation Scheme. Ruth Humphreys has experience of teaching ESP in international settings such as Tunisia, Thailand, Vietnam and Cambodia.

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Time 11:45-12:15

Full Title Encouraging mindful learning and self-development through reflection tasks in EAP

Room LT01Theme Autonomy and reflectionSpeaker Simon Gooch and Irina Veleanu

Summary

This session will explore a framework for reflection which could enable students to revisit their own learning experiences at different stages on a pre-sessional course.

Content

We argue that an EAP course should strike a balance between acculturation and emancipation i.e. both transmission of and critical access to academia; further, that integrating ‘reflection’ explicitly into pre-sessional courses, can be beneficial in enabling students to move beyond simply acquiring knowledge, to discovering and re-defining.This session will introduce a framework for developing reflection which emerged on the one hand from students’ experience of reflection tasks (for assessment purposes and class based), and on the other from our experience of developing syllabus/materials and classroom practice. The framework suggests three levels of depth which reflect an inward journey of self-discovery. More specifically, the students involved seemed to be undertaking explorations of both their own actions and reactions to their new academic learning environment, in an often highly individualised and non-linear fashion. In this process, they appear to become increasingly aware of the ideology underpinning their approach to learning, and to develop an insight into the changing nature of their own ideology. We aim to explain this framework, make available some of the data on which this is based, and discuss its applicability.

BioSimon Gooch and Irina Veleanu both coordinate and teach pre-sessional courses at CELE, School of Education, the University of Nottingham.

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Time 14:00-14:30

Full Title Learning presentation skills through giving and receiving peer feedback

Room LT05Theme Systems for feedbackSpeaker Elizabeth Long

Summary

This proposal suggests the regular use of student peer feedback in the context of oral presentations to show students that they can and do learn effectively from each other in the classroom.

Content

Whatever their background and experience all students will benefit from improving their oral presentation skills. At Richmond, all first year students learn to develop these skills as part of their ʺTransitionsʺ module. Over the past year, students have experimented with giving and receiving peer feedback on presentations according to previously agreed criteria. For each presentation they see and hear, they concentrate on a different aspect of the skills required. Feedback from this cohort of students about this process has been very positive, and the teachers have noticed increased levels of engagement, as well as skills development.

BioElizabeth Long is an experienced EAP practitioner, and now co-ordinates both the EAP and first year Transitions programme at Richmond University.

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Time 14:00-14:30Full Title Understanding task demand using Bloom's taxonomyRoom LT07Theme Frameworks for tasksSpeaker Tony Prince

Summary

The aims of this presentation are:To give students a framework for analysing the demands and requirements of essay titles, and to develop more autonomy and confidence in organising their time and work.To provide teachers with a framework for tasks related to assignment analysis and response.To suggest ways of focusing feedback in relation to task response – helping students to recognize and meet requirements.

Content

This workshop looks at how key 'response' or 'instruction' words in assignment and exam titles can be mapped to the cognitive levels in Bloom's taxonomy. Doing so gives students a powerful framework for analysing task demand, organising their time, their research and their texts.Work with students on in-sessional courses at the University of East Anglia has shown the requirements of assignment titles to be a key area of uncertainty for students, often resulting in time and effort expended inappropriately.Workshops with teachers in a variety of international contexts has shown the analysis of titles and feedback on task response to be a key area of CPD.While explaining key question words can help students (and teachers), placing these words in a framework that demonstrates the range of academic tasks can help students better understand what may be required of them and what is needed by a particular task or title.

BioTony Prince is Academic Director at NILE (Norwich Institute for Language Education). He is responsible for teacher training and projects related to tertiary education, most recently in Georgia and Russia.

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Time 14:00-14:30

Full Title The process and practice of implementing alternative assessment

Room LT09Theme Procedures for assessmentSpeaker Jayne Pearson

Summary

The paper examines how student ownership of their learning can be facilitated by the focus on the process of writing and assessment which formalises reflection and feedback for greater self-efficacy. In addition, the nature of trialling assessment through an action research framework is in line with the theme of devising routines, systems and cycles for use within EAP programmes.

Content

The presentation will describe an alternative writing assessment conducted on a King’s College London pre-sessional, termed ‘processfolio’. The project stemmed from practitioner concerns regarding the impact of current testing procedures on pre-sessional EAP courses on: a) students' sense of agency in engagement with assessment practices and b) their (in)ability to conceptualise themselves as developing writers due to the focus on the writing product over the process. The project, using a critical emancipatory action research methodology (Carr and Kemmis, 1989), explores the extent to which processfolio encourages students to develop a sense of ownership of their own work, within both the writing process and practices of assessment for learning. The paper will outline the rationale for the assessment; present research findings for the two cycles of the assessment implementation in 2014 and 2015 with the refinements made from reflection at each stage; and give suggestions for the next steps and the potential of the assessment. In addition to a focus on how the processfolio assessment facilitates an increased sense of agency in both students and teachers, I will suggest how the process of reflective iterative cycles of action research can be used to implement sustainable practices and to manage institutional change.

BioJayne Pearson is a lecturer in EAP at the University of Westminster. Her main area of research is around alternative assessment of academic literacies and the impact of high stakes testing on international students.

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Time 14:00-14:30

Full Title “Say that again?” Interactional processes in academic speaking

Room LT08Theme Process approachSpeaker David Camorani

Summary

My proposal targets materials development cycles and frameworks for tasks. It contributes to the former by outlining the process of adapting a published speaking lesson to a task-teach-task cycle, and to the latter by focusing on the interactional processes students engage in during speaking tasks. The proposal highlights the benefits of knowing how to do pair work on L2 development.

Content

The benefits of pair work on second language acquisition have been widely documented from various perspectives, including pedagogical (e.g. Richards & Rodgers, 2001), sociocultural (Vygotsky, 1978, 1986) and cognitive-interactionist (e.g. Mackey and Goo, 2007). However, what are the interactional processes our students engage in during pair work? What are the benefits, if any, on second language acquisition? Do our students know how to ‘do’ pair work or do we take it for granted? In answer to these questions, this session explores three domains: the first will document the materials development cycle of reducing a speaking lesson from an EAP course book, over the period of one year, to a task-teach-task cycle. The second will briefly outline the reflective cycle involved in the adaptation of these materials. The main emphasis, however, will be placed on the interactional processes of pair work that are theorised to be facilitative of L2 acquisition. The theoretical insights will be reviewed by listening to excerpts from pairs engaged in an academic speaking task. This primary data gives us insights into what (we think) our students do when (we think) they do pair work. Pedagogical implications will be discussed to narrow the gap between theory and practice.

BioDavid Camorani has been working at UCL London since 2010, where he teaches on pre- and in-sessional courses. He has been learning English as a foreign language since he was 14.

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Time 14:00-14:30Full Title Developing autonomy through writingRoom LT03Theme Autonomy and reflectionSpeaker Joan McCormack

Summary

The proposal presents a course module which focuses specifically on fostering the development of learner autonomy; students are expected to apply the skills they learn through other course components to producing a piece of work in their own academic field. This framework, and the process involved contribute directly to the conference theme.

Content

This presentation looks at one module of the pre-sessional programme over an 11-week term. In this module, extended writing and research skills, students go through a cyclical process in the development of the study competencies and research skills they need for effective participation in their future academic communities. Moving from writing a short scaffolded project to the production of a more extended piece of writing in their own academic field, each stage of the process involves drafting and reflection, with a view to fostering learner autonomy through encouraging student use of university-wide resources, and embedding a more critical approach in their use of sources to support their ideas. Regular discussion and presentation of their ideas orally is an integrated part of this process, and plays a key role in preparation for writing more effectively.

BioJoan McCormack is a Pre-sessional Programme Director. Her particular areas of interest include fluency development in Spoken Language, and the development of critical thinking in extended writing and research skills.

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Time 14:00-14:30

Full Title Building a bridge from IELTS-style writing to academic writing

Room LT01Theme Frameworks for tasksSpeaker Joanne Webster

Summary

The study describes a cyclical approach to teaching academic writing to low-level pre-sessional students. The approach introduces students to the steps involved in academic writing by asking them to write 3 essays, of increasing complexity, on a topic selected by the students themselves. Students are required to work collaboratively by developing the topic using each other's’ writing. The presenter will describe the procedures and activities of this approach and share the results.

Content

Building a bridge between IELTS-style writing and academic writing is the major challenge for all HE pre-sessionals. This exploratory practice uses Eckstein, Chariton and McCollum (2011) as the springboard. In the current study the students are all pre-sessional and have an IELTS score of 4.0-5.0. Over a period of 15 weeks, the students wrote 3 essays which developed the same topic. Essay 1 is descriptive, essay 2 explanatory and the 3rd has an argumentative element. The second essay requires the writer to explain the problem described by another writer in the first essay. The 3rd essay writer then reads the 2nd essay and presents an argument for one of the solutions described.The essays have been analysed for some of their 'academic' features (e.g. complex sentences, referencing, task achievement, vocabulary, organisation). The results suggest that this approach supports the transition from IELTS writing to the conventions of academic writing, and indicate which aspects of academic writing should be the focus of input lessons.

BioJoanne Webster has been a lecturer of EAP at the University of Nottingham, Bilkent University and for the last 9 years, Sheffield Hallam University.

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Time 14:35-15:05Full Title Formative feedback on students’ academic writingRoom LT05Theme Systems for feedbackSpeaker Lisa Robinson

Summary

I will present the formative feedback system we have at CELE and the descriptors we use. These are divided into three categories: genre, criticality and language. Whilst all tutors give feedback in these areas, the form this feedback takes varies. Exploring students’ perceptions of formative feedback may help us to consider alternatives to enhance our practice.

Content

How do students interpret the formative feedback we give them on their academic writing? What form does this feedback take and how effective is it? (When) is it OK to correct? In this presentation, I address these questions by looking at different examples of writing feedback. I explore what I term top down feedback (focusing on assessment areas of genre and criticality and language features of cohesion across and between paragraphs) and bottom up feedback (comments on the mechanics of language). I present findings from a small-scale action research project which gathers students’ perceptions on writing feedback and explores implications for our practice.

BioLisa Robinson is an EAP tutor and module convenor at CELE, the University of Nottingham. She is interested in teacher development, the observation cycle and feedback on student writing.

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Time 14:35-15:05

Full Title Student led seminars: A new reading-into-speaking assessment

Room LT06Theme Frameworks for tasksSpeaker Chris Smith

Summary

This session describes a new assessment task used on an ELTC pre-sessional course in the summer of 2015. Students worked in groups of 4, researching a topic independently and finding authentic academic articles related to their prospective course. This links to the theme by exploring the student process, the marking process and the feedback cycle employed by the task.

Content

At the University of Sheffield ELTC we implemented a new summer school pre-sessional course assessed by coursework rather than a final exam. One of the coursework tasks was a student-led seminar in which 4 students discussed one or more academic articles.This presentation will describe the process the students went through to do this task, discussing the different options in terms of focus and texts. There were positives and negatives, but when it worked, students were engaged in lively discussions on academic articles, all of which was authentic and relevant to their intended courses.The assessment task was done twice with feedback from the first iteration helping to inform performance in the second. This process will also be described. Some groups performed poorly in the first seminar, most commonly from summarising the article rather than discussing the issue, but this usually improved in the second discussion, which suggests there was a valid feedback and development process at work.The presentation will also outline the marking criteria and the marking process teachers went through to administer it. The levels on the ratings scale was designed to be loosely equivalent to CEFR levels while the criteria were informed by BALEAP's list of 'can do' statements.

Bio

Chris Smith is assistant director for testing and assessment at the ELTC. His interests include authentic, integrated assessments for EAP contexts. He has previously presented on reading-into-writing assessments, ESAP and error correction.

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Time 14:35-15:05

Full Title Sharing disciplines: A framework for student presentations

Room LT07Theme Procedures for assessmentSpeaker Simon Gooch & Elaine Smith

Summary

This workshop explores how a systematic, coherent and integrated approach to academic literacies, in the form of learning about others’ disciplines, and culminating in a ‘student conference’, can help provide a motivating and more authentic framework for assessing student oral presentations on a general pre-sessional course.

Content

Providing an authentic and worthwhile framework for the development and assessment of spoken academic discourse on EAP courses can be problematic and is probably most often carried out through a series of student ‘academic presentations’. In this session we explore the structure and development of a pre-sessional module which culminates in a student ‘conference’ showing how this is embedded in a wider course framework of academic literacies and fully integrated with other key aspects of the course i.e. writing, criticality and reflection. We suggest that this helps provide greater academic task authenticity and a more suitable academic context for assessed student presentations.

BioSimon Gooch and Elaine Smith have both co-ordinated and taught (for more years than they care to remember) on the year round pre-sessional programme at CELE, University of Nottingham.

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Time 14:35-15:05Full Title Doing and making punctuation workRoom LT08Theme Process approachSpeaker Michèle le Roux

Summary

The teaching of Academic Writing often takes a top-down approach, focusing on task fulfilment, rhetorical function and discourse level features. This presentation will examine how a bottom-up process - taking punctuation as a starting point for lesson design - can underpin and structure coherent writing, and enhance concision and accuracy.

Content

Punctuation often occupies a marginal place on EAP courses, and appears almost as an afterthought in assessment criteria. Teachers may also lack confidence in explaining the finer points of punctuation. Drawing on my experience as both an EAP teacher and an editor in the publishing industry, I will explore how a punctuation strand can be woven into an EAP syllabus and how punctuation work can be integrated with and used to develop grammatical accuracy and nuance, discourse coherence and referencing skills. I will share some examples of materials and processes I have developed and used with my students, and will discuss how these can enhance learners' control and confidence in writing Academic English. The benefits for Reading skills will also be considered. I also hope to open up discussion of what a principled EAP punctuation syllabus might look like.

Bio

Michèle le Roux has taught English Language, Literature and EAP at universities in Japan, China, France and the UK, designed and led teacher development programmes and also worked as a development editor in the publishing industry. She currently teaches at Richmond University.

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Time 14:35-15:05Full Title Student self-assessment of academic writing skillsRoom LT03Theme Autonomy and reflectionSpeaker Helen Alcelik

Summary

This presentation links to themes of learner training and the reflective cycle, through a research project involving learner self-assessment of progress in applying academic writing skills compared with teachers' assessment. It examines how this reflection can inform writing skills development for both learners and teachers.

Content

This session looks at self-assessment and learner training, giving an example of how it can be embedded within an in-sessional EAP course.It reports research on how accurately students judge their academic writing skills. The Exploratory Practice project, involving both student self-assessment and reflective teaching, looked at whether students’ and teachers’ assessment of their use of academic skills coincided. We assess how well our students are doing, but (prior to receiving our feedback) how well do they themselves think they are doing? How helpful is this reflection for students, and how does the whole process inform our teaching?The findings revealed interesting convergences and divergences in student and teacher assessments, and variations in self-assessment among stronger and weaker students. The project also underlined the value of both self-assessment as a useful metacognitive process and the teaching of academic writing skills through a process writing approach.

BioHelen Alcelik teaches and leads in-sessional and pre-sessional courses at the University of York. She has also taught EAP and ESP in other UK universities and in Japan and Turkey.

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Time 14:35-15:05

Full Title Framing undergraduate students’ autonomous engagement with the research process.

Room LT01Theme Frameworks for tasksSpeaker Jane Richardson

Summary

The proposal contributes to the theme of the conference by discussing an assessment, a critical review of three related journal articles, which involves students engaging with the research of their degree subject. Students are supported in the stages of the task through peer feedback activities which result in a deeper understanding of the task

Content

Undergraduates are expected to have an awareness of how research builds on previous knowledge and what the current research in their field is. It is therefore essential that students on EAP courses are introduced to assessment that requires them to engage with research in the field they are studying. At Heriot-Watt we have developed a challenging assessment which encourages students to do this. The students are first year undergraduates at Heriot-Watt University studying EAP on a Foundation Pathways program alongside first year undergraduates (in both Business and Engineering schools). The assessment is a critical review of three closely related journal articles in the student’s field and the word limit is 1000 words. For students there are obvious difficulties in undertaking the task, not least finding articles which relate together, making sense of structurally complex academic articles and technical terminology, and understanding concepts new to them. However, it has been found that by supporting the students through the task with activities such as peer review and visualization they were successful in producing a review which showed they could identify different perspectives in their field and understand how knowledge is advanced.

BioJane Richardson has over 20 years experience of teaching EFL and EAP at home, in The Seychelles and Cameroon. She has a Masters in Education from the Open University and is currently an Assistant Professor at Heriot-Watt University.

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Time 15:10-15:40

Full Title Marginalia realness: Systematic approaches to EAP reading

Room LT05Theme Frameworks for tasksSpeaker Anastasios Asimakopoulos

Summary

The proposed presentation comes under the theme of systematic approaches to EAP reading. Even though I experimented with the approach with low-level EAP students (Bridge), it can be implemented in higher level classes by selecting articles from academic journals. The approach allows students to get started with reading critically and growing independent of teachers and reading comprehension tasks.

Content

This presentation will introduce a systematic approach to reading, which I used with low-level EAP students. With the purpose of enriching their understanding of a text, gradually developing their own academic voices as readers, and improving their motivation for reading, I established a weekly reading routine in which students interacted with the text and with other readers through three kinds of marginalia (embedded, evaluative and extra-textual). Their doodles became acts of communication and allowed additional layers of meaning; their comments and questions invited their peers’ reaction to their perspectives; their discussions transformed into a form of social reading in which words were studied, sentences deconstructed, paragraphs revisited, authors’ opinions scrutinized and texts ‘owned’ by the students. This ‘rolling around in the text’ approach made reading lessons more organic, authentic and meaningful.

Bio Anastasios Asimakopoulos is an English Language Tutor at the ELTC, University of Sheffield.

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Time 15:10-15:40

Full Title Academic Reading Circles: Preparation for reading in a university setting.

Room LT06Theme Frameworks for tasksSpeaker Julie Ibdali

Summary

Encouraging students to read on a regular basis is normally a difficult task. Academic Reading Circles (ARCs) help establish a weekly reading routine, and encourage independent learning and critical thinking.

Content

This presentation will give a brief overview of the origins of Academic Reading Circles, followed by an explanation of the key functions and guidelines for how to set them up in the language classroom. It will also look at the findings of an action research project into ARCs that was conducted during the 6 week pre-sessional summer school course at the University of Sheffield. Due to high levels of positive feedback from students and teachers alike, Academic Reading Circles are now part of the Academic English Preparatory Course syllabus.

Bio

Julie Ibdali works at the University of Sheffield as an EAP tutor on the Academic English Preparatory Course at the ELTC. She is interested in encouraging international students to read on a regular basis. Her Master’s dissertation looked at Literature Circles as a way of encouraging reading and forming a reading habit.

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Time 15:10-15:40

Full Title PG entrance requirements to UK HE: What should we be testing? – A system for testing Academic Literacy

Room LT07Theme Procedures for assessmentSpeaker Dr Karen Ottewell

Summary

This workshop will contribute to the theme of systems for feedback, assessment and tutorials, specifically with respect to assessment but also with respect to feedback since the test under development could also be used as a diagnostic tool to inform what kind and level of further support the student requires at the beginning of their academic journey.

Content

The Home Office’s tightening up of the Tier 4 visa entry requirements has meant that the influence of standardised English language tests such as IELTS in particular has never been greater. While such tests are clearly important in confirming whether students have reached a minimal language competence, Wingate notes that tests which are ‘focused on language proficiency, such as grammar, structure and the use of cohesive devices […] have been shown to have little predictive value of students’ ability to use language in an academic context.' This suggests that there are other linguistic skills and competencies beyond basic language proficiency that need to be tested, especially for PG entry. So, what are these skills? And how can we test them?’The Admissions Testing Service, part of Cambridge Assessment, together with the University of Cambridge Language Centre are currently working on a possible solution to this sector-wide issue – namely, with the development of a Test of Academic Literacy. In this workshop we will be providing an overview into our work on this so far – how the test will be structured, what will be assessed, how it will be assessed etc. – before opening the floor to consultative discussion with you as to what universities are actually looking for and how we might be able to provide it.U. Wingate, Academic Literacy and Student Diversity: The Case for Inclusive Practice (Multilingual Matters, 2015), p.10

BioDr Karen Ottewell is the Director of Academic Development and Training for International Students at the University of Cambridge.

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Time 15:10-15:40Full Title Written Feedback: Does it really work?Room LT08Theme Process approachSpeaker Sal Consoli

Summary

This presentation rests upon the belief that feedback should be an active dialogue between teachers and students. However, it is often problematic to implement such a dialogic practice with written feedback on summative assignments. Whereas feedback has the potential of generating motivation and a self-evaluation capacity, the processes of giving and receiving written feedback deserve due attention to ensure practical success.

Content

Feedback on L2 writing skills has long been viewed as a powerful learning tool (Hyland & Hyland, 2006). Nonetheless, providing and receiving feedback is not unproblematic, as each educational context is shaped by a number of idiosyncratic factors such as learners’ backgrounds, tutors’ beliefs and external bodies’ power (Higgins, 2006). We should, therefore, view feedback as a contextual and social system if we wish to investigate its nature and processes within the realities of its specific context(s). This presentation will report the findings of a study which investigated students’ perceptions of and attitudes to feedback on their written EAP assignments at UWE Bristol’s International College. Drawing on a series of semi-structured interviews with students, the findings helped us establish:a) whether students at UWEBIC feel an active interest in

feedback;b) to what extent they understand the institutional

discourses underpinning feedback;c) what type of feedback they like to receive.While we believe in the quality of our teaching, with this study, we obtained useful data which will inform the design of new feedback strategies to ensure students fully understand action plans for improvement and, at the same time, feel motivated to do so.

Bio Sal Consoli has worked in a number of EAP contexts both in the UK and abroad. He is the Coordinator of the English Language and Academic Skills department at the University of the West of England (UWE) International College. Sal is interested in learning motivation, assessment and teacher

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education.

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Time 15:10-15:40

Full Title Process, planning and routine in a shifting EAP context: Challenges, strategies and solutions

Room LT03Theme Autonomy and reflectionSpeaker Jessica Sequera, Michelle Joubert and Helen Costello

Summary

Our proposal addresses the challenges that we as new teachers have faced within the changing nature of our new teaching contexts. We will discuss ways that we have overcome these challenges when considering routines, assessment, planning and delivery. We will therefore address the diverse nature of EAP teaching, and examine how our various teaching contexts can both challenge and deepen our teaching practice.

Content

This presentation reflects upon the teaching practice of three EAP teachers new to the English Language Centre at the University of Durham. We focus upon particular professional challenges we encountered, and the emerging understandings and development that resulted. We discuss how our teaching week can sometimes include several different modes of delivery, including small group teaching, in-sessional courses of up to 200 students for both native and non-native speakers of differing levels, in-departmental academic support, as well as immersion programmes for international visiting groups. Each of these contexts presents challenges unique to the teaching situation, requiring considerable teacher flexibility to meet students’ needs and expectations. In one teaching day, we are often required to change our mind-set about ways to provide language support and/or academic skills development, and our approaches to planning, feedback and frameworks for tasks and activities must adjust accordingly. Our consideration of routines and assessment must also be flexible, from closely planned pre-sessional classes, to open, more spontaneous practice in in-sessional contexts. Through discussing this changing nature of our routine, we aim to examine the diverse range of teaching practice for an EAP practitioner, as well as to offer suggestions for overcoming challenges of the kind we have faced.

Bio Jessica Sequera, Michelle Joubert and Helen Costello are EAP teachers at the Durham University English Language Centre. They teach for the academic writing unit, the year round and summer pre-sessional, in-sessional, and short

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courses for international visiting groups.

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R E F R E S H M E N T S

On arrival: Locally roasted fairtrade and Rainforest Alliance coffee and Cafedirect

fairtrade tea

Morning Break: Fresh baked pastry or muffin Locally roasted fairtrade and Rainforest Alliance coffee and Cafedirect

fairtrade tea , and fresh juice

Lunch Menu: A selection of sandwiches on box loaves, ciabatta and seeded rolls Seasonal savouries Tubs of Yorkshire crisps A selection of cakes

Lunch Drinks: Juice or mineral water Fairtrade and Rainforest Alliance coffee with fairtrade herb and fruit

teas

Afternoon Break: Biscuits Locally roasted fairtrade and Rainforest Alliance coffee and Cafedirect

fairtrade tea

All food is provided by PJ Taste

http://www.pjtaste.co.uk/

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C O N T A C T D E T A I L S

Name Email AddressAlan Lockett [email protected] Evans [email protected] Asimakopoulos [email protected] Smith [email protected] Carr [email protected] Camorani [email protected] Hyatt [email protected] Read [email protected] Scott [email protected] Schmitt [email protected] Smith [email protected] Long [email protected] Gurr [email protected] Alcelik [email protected] Veleanu [email protected] Richardson [email protected] Pearson [email protected] Sequera [email protected] McCormack [email protected] Webster [email protected] Ibdali [email protected] Ottewell [email protected] Tavakoli [email protected] Robinson [email protected] Tanguay [email protected] GIllway [email protected]èle le Roux [email protected] Murgatroyd [email protected] Harris [email protected] Alexander [email protected] Hanratty [email protected] Humphreys [email protected] Consoli [email protected] Gooch [email protected] Brisbane-Ingall [email protected] Prince [email protected] Dornyei [email protected]

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P O S T - P I M E V E N T

There will be an informal gathering for drinks after the PIM from 17:00.This will be in the upstairs room of the University Arms, which is a 3-minute walk from the Arts Tower. Walk out through the car park and then through the underpass. Turn left and walk down the hill. The University Arms is on the right.

Map data © Google Maps

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http://www.sheffield.ac.uk/eltc

[email protected]

0114 222 1780

@sheffieldeltc

ELTC78 Hoyle Street

SheffieldS3 7LG

United Kingdom

T H E N E X T P I M

Documents

WELCOME []/file/BALEAP_PI… · Web viewBALEAP PIM: Process and Practice in EAP14 November 2015, University of Sheffield ELTC. BALEAP PIM: Process and Practice in EAP14 November