Welcome to the BALEAP Authenticity in EAP PIM at the ... · Welcome to the BALEAP Authenticity in...
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Welcome to the BALEAP Authenticity in EAP PIM at the University of Leeds Internet access WIFI is available on campus. From your settings, select MeetInLeeds and log in using the user name and password provided at registration. Twitter We have set up a twitter feed. You can follow the feed at #BALEAPLeeds Lunch Lunch will be served in the refectory in the Student Union We have a choice of chicken, salmon or vegetarian option with a choice of desserts Directions: From the business school, cross Clarendon road and enter the main campus. Walk down Lifton Place; the student union and the refectory are on the right. Cloakroom: Room 1.30 Opening hours 8.30am – 10.00am Break 11.20am – 11.40am Lunch time 1.00pm – 2.15pm From 4.00pm If you need access outside these times, the porter will be available at reception or contact one of the host organisers Taxi There is a taxi rank next to the Parkinson Building on Woodhouse Lane City cars 0113 2469999 Amber Private hire 0113 202 2117
Transcript of Welcome to the BALEAP Authenticity in EAP PIM at the ... · Welcome to the BALEAP Authenticity in...
Welcome to the BALEAP Authenticity in EAP PIM at the University of Leeds
Internet access WIFI is available on campus. From your settings, select MeetInLeeds and log in using the user name and password provided at registration. Twitter We have set up a twitter feed. You can follow the feed at #BALEAPLeeds Lunch Lunch will be served in the refectory in the Student Union We have a choice of chicken, salmon or vegetarian option with a choice of desserts
Directions: From the business school, cross Clarendon road and enter the main campus. Walk down Lifton Place; the student union and the refectory are on the right. Cloakroom: Room 1.30 Opening hours 8.30am – 10.00am Break 11.20am – 11.40am
Lunch time 1.00pm – 2.15pm From 4.00pm If you need access outside these times, the porter will be available at reception or contact one of the host organisers Taxi There is a taxi rank next to the Parkinson Building on Woodhouse Lane City cars 0113 2469999 Amber Private hire 0113 202 2117
Delegate List
Name Institution Email
Marc Achrymienia UCL Centre for Languages & International Education [email protected]
Michèle Adams University of Bradford [email protected]
Helen Alcelik University of York [email protected]
Olwyn Alexander Heriot-Watt University [email protected]
Mary-Anne Ansell University of Leeds [email protected]
Sue Argent
Miranda Armstrong University of Bath [email protected]
Louise Armstrong Individual Member [email protected]
Kathy Aston University of Sheffield ??
Louise Atkinson University of Lincoln [email protected]
Timothy Ball University of Sheffield [email protected]
Martin Barge Queen Mary University of London m.i.barge@
Suzanne Barrett University of the Arts London [email protected]
Susan Barwick De Montfort University [email protected]
Claire Basarich University of Sheffield [email protected]
Sandy Bhangal ETS Global [email protected]
Bee Bond University of Leeds [email protected]
Jane Brearley University of Leeds [email protected]
Claire Brett University of Bristol Language Centre [email protected]
Sara Brewer University of Reading [email protected]
Theresa Brisbane-Ingall City College Plymouth [email protected]
Helen Butt University of Leeds [email protected]
David Camorani UCL Centre for Languages & International Education [email protected]
Deborah Cobbett University of Sheffield [email protected]
Chloe Courtenay University of Kent [email protected]
Jane Cursiter University of Bristol Language Centre [email protected]
Yasmin Dar ELTU, University of Leicester [email protected]
Edward de Chazal E M de Chazal Consulting [email protected]
Pippa Dearns University of Leeds [email protected]
Nola Dennis Loughborough University [email protected]
Dame Diop School of Education of the University of Leeds [email protected]
Ceri Dunn University of Southampton [email protected]
Carolyn Edwards University of Leeds [email protected]
Terri Edwards Durham University [email protected]
Gen Fairhurst University of Leeds [email protected]
Melanie Ferreira Cambridge Ruskin International College [email protected]
Sarah Gartland University of Roehampton [email protected]
Andy Gillett Andy Gillett Consulting Ltd [email protected]
Simon Gooch Nottingham University [email protected]
Helen Graham University College Dublin [email protected]
Lena Grannell King's College London [email protected]
Christopher Green King's College London [email protected]
William Guariento University of Glasgow [email protected]
Angela Hammond University of Hertfordshire [email protected]
Julia Hathaway Richmond American International [email protected]
Irina Hawker Nottingham University [email protected]
Christina Healey University of Sheffield Anne Heller University of Edinburgh [email protected]
James Henry Coventry University [email protected]
Jennifer Hirst University of Leeds [email protected]
Cilla Hollman -Sykes University of Sheffield Claire Honess University of Leeds [email protected]
Diana Hopkins University of Bath [email protected]
Peter Howarth University of Leeds [email protected]
Michael Huges University of Kent [email protected] Ruth Humphreys Heriot-Watt University [email protected]
Steve Issitt Birmingham University [email protected]
Rachel Johnson University of Huddersfield [email protected]
Marcos Juarez Loughborough University [email protected]
Andrew Kerrigan University of York [email protected]
Laura Khaddi York St John University [email protected]
Steve Kirk Durham University [email protected]
Agnieszka L Kisielewska University of Sheffield [email protected]
Peter Lee Nottingham Trent University [email protected]
Elizabeth Long Richmond The American International University in London [email protected]
Steven Lovatt University of Bristol Language Centre [email protected]
Sian Lund Kingston University [email protected]
Christopher Macallister Durham University [email protected].
Sheridan MacInnes University of Sheffield [email protected]
Gary Maguire Oxford Brookes [email protected]
Lucy Marriott University of Sunderland [email protected]
Charlie Martineau York St John University [email protected]
Hayley Maxwell Birmingham University [email protected]
Russell Mayne ELTU, University of Leicester [email protected]
Anna McAdam Aberystwyth University [email protected]
Jennifer Metcalfe Birmingham University [email protected]
Nick Moore Sheffiled Hallam University [email protected]
Anne Munro Plymouth University [email protected]
Chris Nelson INTO Newcastle University [email protected]
Hilary Nesi Coventry University [email protected]
Karen Nicholls Sheffield Hallam University [email protected]
Walter Nowlan Nottingham Trent University [email protected]
Steve O'Sullivan Loughborough University [email protected]
Evangelia Papathanasiou Huddersfield University [email protected]
Mick Parkin University of Leeds [email protected]
Jayne Parry University of Hertfordshire [email protected]
Jayne Pearson King's College London [email protected]
Clare Poulson University of Leeds [email protected]
Andrew Preshous Coventry University [email protected]
Sally Price University of Bradford [email protected]
Louise Pullen ELTU, University of Leicester [email protected]
Bella Reichard Newcastle University [email protected]
Tom Reid University of Bath [email protected]
Joy Robbins University of Bradford [email protected]
Paul Roberts University of York [email protected]
Rachel Robinson University of Leeds [email protected]
Janet Ross University of Sheffield [email protected]
Glynis Scaramuzza ELTU, University of Leicester [email protected]
Diane Schmitt Nottingham Trent University [email protected]
Martin Seviour Nottingham Trent University [email protected]
Joanne Shiel University of Leeds [email protected]
Chris Sinclair University of Southampton [email protected]
James Sinclair-Knopp UCL Centre for Languages & International Education [email protected]
Jane Sjoberg University of Birmingham [email protected]
Jonathan Amith University of Reading [email protected]
Tanya Sokolova
Jenifer Spencer Freelance [email protected]
Kerry Tavakoli St Andrews University [email protected]
Sarah Taylor University of Roehampton [email protected]
Katherine Taylor University of Leeds [email protected]
Michelle Tracy University College Dublin [email protected]
Philip Treece Birmingham University [email protected]
Akiko Tsuda University of Reading [email protected]
Nathalie Vermeire University of Bath [email protected]
David Wareham d'Overbroeck's College ISC, Oxford [email protected]
Matthew Watson Sheffield ? [email protected]
David Watton Birmingham University [email protected]
Mercedes Webb University of Bradford [email protected]
Simon Webster University of Leeds [email protected]
Claire Weetman University of Hertfordshire [email protected]
Goodith White University College Dublin [email protected]
Katie White University of Southampton [email protected]
david Williams Aberystwyth University [email protected]
John Wrigglesworth Sheffiled Hallam University [email protected]
Leeds BALEAP PIM Programme: Saturday 15th February 2014
9.00 – 9.50 Registration, tea / coffee
9.50 – 10.05 Introduction and conference opening:
10.10 – 10.45 Plenary : Real or ideal? What to do when authentic usage looks wrong Professor Hillary Nesi, Coventry University
Lecture Theatre G0.2
Parallel Sessions
Seminar Room 1.05 Seminar Room 1.32 Seminar Room 1.33 Seminar Room 1.04 Lecture Theatre G0.2
Session 1 10.50 – 11.20
Authenticity in Inauthenticity: Creating opportunities for critical engagement in academic writing Irina Adriana Hawker & Simon Gooch Nottingham University
Answering the question: Helping business students to succeed with assessment. Andy Gillett Andy Gillett Consulting Ltd
Learning from the disciplines to plan for embedding: PEST, SWOT and LFA Deborah Cobbett University of Sheffield
Authenticity from the ground up: texts and tasks Jane Brearley & Gen Fairhurst University of Leeds
ESAP - the 5th Emergency
Service? Designing support classes for Business and Actuarial Science at the University of Kent. Chloe Courtenay University of Kent
11.20 – 11.40 Break: tea / coffee
Session 2 11.45 – 12.20
"This is not a Pipe", nor is a pre-sessional seminar a seminar': what kinds of authenticity should the teaching of seminar skills on an EAP programme aim for? Christopher Macallister, Durham University
Redefining „authentic‟ assessment in EAP. Jayne Pearson King’s College London
Workshop The role of the teacher in scripting authenticity into EAP materials Olwyn Alexander, Heriot-Watt University & Sue Argent Co-author of EAP Essentials and the Access EAP series. Authentic texts or authentic experiences? An exploratory workshop Jenifer Spencer Freelance
An evaluation of embedding academic writing provision into a first year undergraduate core politics module. Chris Green King’s College London
Genre Analysis of Pharmacy Journal Articles and its Application to EAP Teaching Jayne Parry University of Hertfordshire MSc students writing a critical review paper: What is „authentic‟? Sarah Gartland University of Roehampton
Session 3 12.25 – 1.00
Can you hear me at the back? Teaching academic writing skills through lectures. Diana Hopkins & Miranda Armstrong University of Bath
Creating an authentic Listening Test for a Business English pre-sessional programme. Jennifer Metcalfe University of Birmingham
Workshop (continued) From Presessional to Department: Bridging the Academic Culture Gap Philip Treece University of Birmingham
Authenticity gives meaning and creates motivation Kerry Tavakoli St Andrews University Pecha Kucha presentation format as a move towards achieving authenticity on a pre-sessional business English course. Rachel Robinson University of Leeds
1.00 – 2.15 Lunch
1.50-2.15 TEAP Working Party Meeting Seminar Room 1.05
Session 4 2.15 – 2.50
Quantity, quality and Coh Metrix : Showing how an EAP programme can affect second language writing development. Steve Issitt University of Birmingham
Task authenticity; the assessment of listening and note-taking skills Jonathan Smith University of Reading
Smorgasbording: Who is it good for? Russell Mayne University of Leicester
Authenticity in course materials for postgraduate scientists and mathematicians Terri Edwards Durham University
Maximising authenticity in a law Masters pre-sessional course: a case study Katie White University of Southampton
Session 5 2.55 – 3.30
Authenticity as a principal of course design Karen Nicholls Sheffield Hallam University
Why bother with authentic materials for tests? Angela Hammond & Claire Weetman University of Hertfordshire
Does teacher “authenticity” help or hinder? Bella Reichard INTO Newcastle University The challenges of providing an In-sessional EAP module for international students from the Art Design and Media Faculty Lucy Marriott University of Sunderland
Realistic Writing for Early-stage Doctoral Students Katherine Taylor University of Leeds
What is the legal limit? To what extent can EAP tutors advise on the content of legal studies assignments? Siân Lund Kingston University
Session 6 3.30 – 4.00
The authenticity of Academic Listening & Speaking courses Ruth Humphreys Heriot-Watt Universit
Authentic Product vs. Authentic Process: A new approach to assessing the academic essay on a pre-sessional EAP course. Martin Seviour Nottingham Trent Unviersity
Criticality and students‟ texts (provisional) Chris Nelson; INTO Newcastle University
Writing at the Crossroads: Using Authentic Case Studies in a Business EAP Course James Henry Coventry University
4.00 – 4. 15 Close: Lecture Theatre G0.2
Authenticity in AEP University of Leeds BALEAP PIM Saturday 15 February 2014
Programme Abstracts
Time 10.10 – 10.45
Venue Lecture Theatre G.02
Session Plenary
Presenter Professor Hillary Nesi, Coventry University
Session title Real or ideal? What to do when authentic usage looks wrong
Session content Most English-medium university courses require written evidence of in-depth disciplinary knowledge, but not simple replication of textbook and lecture material, nor the publication of original research. For this reason the writing produced by the disciplinary experts does not perfectly model the writing EAP students are aiming for. It is of the highest quality in terms of style and accuracy, but it does not closely resemble the types of text that students have to produce.
When we want appropriate models of student writing it makes sense to refer to writing produced by proficient students, and this is what many EAP practitioners do, drawing on their own in-house collections of successful student work or on publicly accessible EAP corpora such as BAWE. We and our students are becoming more corpus-aware, and we have learnt to scan concordance lines for patterns that are frequent and consistent, disregarding occasional infelicities of the kind that always occur in texts that have not been edited for publication. There are, however, some usage patterns very well attested in proficient student writing which do not fit the rules many of us would like our students to learn. How do we treat this corpus evidence? Does it indicate lack of expertise, language change, or (in the case of interactive genres such as email) new kinds of communication skill?
This paper will present some examples of authentic student usage that looks ‘wrong’, and consider the implications of this for EAP course and syllabus design.
Bio Hilary Nesi is Professor of English Language in the Department of English and Languages at Coventry University. Her research activities largely concern the discourse of English for academic purposes and the design and use of dictionaries and reference tools for academic contexts. She was principal investigator for the project to create the BASE corpus of British Academic Spoken English, and for the project to create the BAWE corpus: 'An Investigation of Genres of Assessed Writing in British Higher Education'. She recently led development of the ‘Writing for a Purpose’ EAP materials for the British Council LearnEnglish website.
NOTES
Session 1
Time 10.50 – 11.20
Venue Seminar Room 1.05
Presenter Irina Adriana Hawker & Simon Gooch, Nottingham University
Session title Authenticity in Inauthenticity: Creating opportunities for critical engagement in academic writing
Session content At CELE (Nottingham University) we have recently introduced a new set of EGAP pre-sessional courses based on an academic literacies approach. As part of these changes, students are now asked to write a 3,500 word so-called ‘controversy paper’ at the exit level. This session will explore the nature of this ‘genre’ and how far it can be said to realise ‘academic authenticity’ in terms of task processes and outcomes, particularly with regard to the critical thinking required at postgraduate level. You will have the opportunity to analyse some short extracts of student writing from the perspectives of developing a ‘position’ and writer voice/stance, and we will compare these to a previous genre used at the same level – the more ubiquitous ‘research project’.
Bio Irina Adriana Hawker has teaching experience in L2 mediated education (TESOL, EFL
and CLIL), but recently has been mostly involved in teaching and developing EAP
syllabuses and materials on pre-sessional and postgraduate programmes.
Simon Gooch: taught EAP in a number of HE institutions. He has most recently been
involved in helping to develop new EAP pre-sessional materials and courses at CELE,
Nottingham.
NOTES
Session 1
Time 10.50 – 11.20
Venue Seminar Room 1.32
Presenter Andy Gillett, Andy Gillett Consulting Ltd
Session title Answering the question: Helping business students to succeed with assessment
Session content The aim of the workshop is to plan a short course for a group of business students in higher education. Starting from a description of an authentic written assessment tasks on one course, we will discuss the required knowledge and skills, and decide how this will be taught. We will use this to discuss how examples of authentic student work can be used to specify the language requirements and design a course to provide this. Examples will be given from experience running this course with a wide range of students on a pre-masters course in the UK and we will also discuss how this might be relevant for other courses elsewhere
Bio Andy Gillett is director of Andy Gillett Consulting Ltd. He is involved in various projects connected to materials, course planning, evaluation, and teaching for a number of clients around the world
NOTES
Session 1
Time 10.50 – 11.20
Venue Seminar Room 1.33
Presenter Deborah Cobbett, University of Sheffield
Session title Learning from the disciplines to plan for embedding: PEST, SWOT and LFA
Session content Can ideas from different disciplines help to clarify our thinking about embedding EAP courses? Our students frequently use management techniques such as PEST and SWOT in case studies, or to identify barriers and facilitators; this participatory session borrows the logical framework approach which is used to plan projects in developing countries. It aims to help participants clarify the purpose of embedding EAP courses within departments, and to work through the activities and resources needed to work towards the goal, and to evaluate progress.
Bio Deborah Cobbett is currently based at the University of Sheffield and has also worked in French, Mexican and Chinese universities, further and adult education, primary and secondary schools and informal youth and community education.
NOTES
Session 1
Time 10.50 – 11.20
Venue Seminar Room 1.04
Presenter Jane Brearley & Gen Fairhurst, University of Leeds
Session title Authenticity from the ground up: texts and tasks
Session content The session discusses how we start from the students own academic and life experience in the AEPS course and scaffold them to eventually work with texts from their own subjects to do tasks that will be necessary on their postgraduate course. Our constant reference point is an analysis of what the students have to do on their postgraduate courses.
From a synthesis of this analysis and using the students’ own experience, we develop the student’s ability to use authentic texts from their own subjects in order to achieve tasks that they will be expected to do as part of their study. Therefore we emphasise authentic texts and tasks.
We look here at some of the work students have done at different stages of the course and consider the process that students go through to become ready for postgraduate study
Bio Jane Brearley & Gen Fairhurst are both lecturers in EAP at Leeds
NOTES
Session 1
Time 10.50 – 11.20
Venue Lecture Theatre G0.2
Presenter Chloe Courtenay , University of Kent
Session title ESAP - the 5th Emergency Service? Designing support classes for Business and Actuarial Science at the University of Kent.
Session content This presentation looks at teaching students who are already on their programme of study but may need or want additional language support/ enhancement. It will focus on ESAP provision for postgraduate Business and Actuarial Science students looking at the rationale for the classes and the specifications made by the academic departments. Interestingly in both cases ESAP is seen as a kind of ‘emergency service’ where EAP tutors are asked to ‘fix’ students’ English. However, the departments requested very different course material. The Business School identified specific ‘problem’ areas such as report writing and using data in assignments whereas Actuarial Science asked ‘Can you fix their
Bio Chloe Courtenay is an EAP Tutor and Course Convenor at the University of Kent where she teaches on IFP, In-sessional and pre-sessional programmes. She has worked in EAP since 2001 in both the UK and in China as well as on ESAP, EFL and ESOL provision in both FE and HE.
NOTES
Session 2
Time 11.45 – 12.20
Venue Seminar Room 1.05
Presenter Christopher Macallister, Durham University
Session title "This is not a Pipe", nor is a pre-sessional seminar a seminar': what kinds of authenticity should the teaching of seminar skills on an EAP programme aim for?
Session content In EAP the 'classic' format through which seminar skills are learnt is the small, student only, discussion group. This created space for language work and allowed a tutor, sitting separately from the group, the opportunity for an objective assessment of their abilities. However, while authentic language may well be produced in this setting the environment is highly in-authentic. 'Authentic' academic seminars are typically led by an academic tutor.
This paper will argue that while the development of authentic language is necessary, it is not by itself sufficient. If students are to benefit from the British seminar style there is a need to give students the opportunity to experience a more authentic pedagogical context too. This paper will draw on David Gibson's research into 'thought and talk' and the concept of Habermas' 'ideal speech situation' to suggest how a twin track approach could be incorporated into the EAP curriculum
Bio Chris Macallister works at Durham University's English Language Centre as a coordinator on the summer pre-sessional programme. His other research interests include curriculum management, teacher development, and Critical EAP
NOTES
Session 2
Time 11.45 – 12.20
Venue Seminar Room 1.32
Presenter Jayne Pearson, King’s College London
Session title Redefining ‘authentic’ assessment in EAP.
Session content This paper examines the concept of ‘authenticity’, suggesting that while aligning assessment tasks with departmental ones is now often considered in EAP contexts, for example in choosing discipline specific texts and using assessment formats similar to those at university, an alternative definition of the ‘authentic’ in assessment (van Lier, 1996) is often overlooked. I will give a brief overview of the literature advocating alternative assessment, examining the definitions of authenticity and the potentially problematic assessment practices in EAP which may cause true authenticity to be undermined. I will outline a future action research project to take place at King’s English Language Centre this summer to investigate the impact of a new type of assessment on student agency and writing development, and how these are directly related to the definition of ‘authentic assessment’ as promoting the self efficacy and autonomy necessary for real participation in academic discourse communities.
Bio Jayne Pearson is an EAP lecturer at Kings College London English Language Centre, currently studying for a PhD in alternative assessment of writing within EAP contexts
NOTES
Session 2
Time 11.45 – 1.00
Venue Seminar Room 1.33
Presenter Olwyn Alexander, Heriot-Watt University & Sue Argent , Co-author of EAP Essentials and the Access EAP series.
Jenifer Spencer, Freelance
Session title Workshop
The role of the teacher in scripting authenticity into EAP materials
Authentic texts or authentic experiences? An exploratory workshop
Session content Authenticity is not an inherent property of a text or task but resides in the source of the text or task and the context in which the text is produced or the task performed (Gilmore, 2007). The EAP classroom can be viewed as a subject (rather than a language) classroom, where the subject is performing successfully at university and the course provides a context for authenticating academic texts and tasks. The EAP teacher is a subject expert who mediates the target texts and tasks and the expectations of lecturers, as well as the challenges and problems students will face and the options they have for dealing with these. We describe a variety of key genres, central to the university context but rarely introduced into EAP classes, which make the target context more transparent and which can be used to teach the language found in that context. We illustrate the talk with materials from Access EAP: Frameworks.
Authentic materials enable teachers to identify language and form in subject fields and academic genres. However, each text is the result of an interaction between subject and genre conventions and context. Insights into the drivers behind the way a genre is expressed in a particular context can give students more autonomy in use of their language resources as they read and write. This workshop aims to help EAP practitioners to step aside from a text as a language resource and genre model and take time to consider the context in which it was written. Aspects of ‘authentic experience’ will be identified, with some examples. Participants will then work with short written texts from different disciplines, together with accompanying case studies, to explore ways of helping students experience some of the external choices and constraints that operate as a text is created and then compare ideas with other groups.
Bio Olwyn Alexander is the former Chair of BALEAP. Co-author of Access EAP: Frameworks. Teaches in-sessional EAP to Masters students in applied science, engineering and social science disciplines at Heriot-Watt University.
Ms Sue Argent, Co-author of Access EAP: Frameworks
Jenifer Spencer Former EAP tutor, Heriot-Watt University. Now freelance materials writer and editor and EAP teacher development trainer. Author of EAP Essentials, A teacher’s guide to principles and practice (Garnet, 2008).
NOTES
Session 2
Time 11.45 – 12.20
Venue Seminar Room 1.04
Presenter Chris Green, King’s College London
Session title An evaluation of embedding academic writing provision into a first year undergraduate core politics module.
Session content The King’s College ELC was approached to work with the Department of Political Economy to provide provision to first year undergraduate students on improving their academic writing skills. During the first week of term an hour long lecture was given to all students introducing academic writing. Halfway through the term a tutor from the ELC was given 20 formative essays, with departmental feedback to use to design an 8 hour course to be delivered to those students identified as in need of assistance. The course took place in the final 2 weeks of term.
What worked?
Using authentic materials
Reacting to immediate needs
Initial lecture
Highlighting structural aspects of essays
What needs improvement?
Attendance
Content specific knowledge/ writing norms
Deciphering departmental feedback
Contact with the department
Bio Chris Green works at the King’s College London English Language Centre assisting in the coordination of the Pre-sessional programme. He also teaches on a range of foundation, pre-master’s, and in-sessional courses.
NOTES
Session 2
Time 11.45 – 12.20
Venue Lecture Theatre G0.2
Presenter Jayne Parry University of Hertfordshire
Sarah Gartland, University of Roehampton
Session title A) Genre Analysis of Pharmacy Journal Articles and its Application to EAP Teaching
B) MSc students writing a critical review paper: What is ‘authentic’?
Session content A)This presentation will summarise the results of a genre analysis of authentic texts in the field of Pharmacy employing an approach described by Bhatia (1993).
There were two main findings: firstly, that the articles described professional issues in the field of Pharmacy through the use of Introduction, Problem, Solution and Evaluation moves; and secondly, it was discovered that there was a low frequency of linking words and phrases (LWP) other than and.
To conclude, teaching the essential moves utilised in the articles could empower students’ writing skills by linking these moves to text structure. It also seems that cohesion was implicit and achieved by cohesive devices other than LWP, such as, the use of lexical (key word) repetition. Thus, a learning/teaching focus on the use of these cohesive devices could improve student’s cohesion when writing in their own field.
B) The review article is an important but relatively under-researched genre in science. Since a key purpose of the review paper is to synthesise and evaluate recent research in a particular field, critical evaluation is central. However, MSc students often begin their course with a view of evaluation as mere criticism of research methods, and they may receive little direct guidance on evaluation from their science tutors. I will discuss the differing perceptions of evaluation in scientific writing based on data from interviews with MSc Health Sciences staff and students discussing an assignment which required students to write a review paper for a named journal. I will also consider the implications for EAP tutors tasked with teaching science students to write critically and the extent to which MSc students, who are balancing their own interests, their tutors’ requirements and the requirements of an academic journal, can be expected to produce an ‘authentic’ review article.
Bio Jayne Parry is an EAP lecturer with 13 years’ teaching experience on a range of EAP courses and is a Pre-sessional English for Academic Purposes Course Tutor at the University of Hertfordshire.
Sarah Gartland teaches academic writing to post-graduate students at the University of Roehampton and is undertaking her PhD at the Institute of Education, investigating MSc students writing a review paper.
NOTES
Session 3
Time 12.25 – 1.00
Venue Seminar Room 1.05
Presenter Diana Hopkins & Miranda Armstrong, University of Bath
Session title Can you hear me at the back? Teaching academic writing skills through lectures.
Session content In response to department requests for support in academic writing for their undergraduates, in 2012/13 the ELC at the University of Bath piloted a programme of lectures on academic and professional communication skills with four departments within the university. This provision was subject-specific, embedded within departments’ timetables and delivered to all first-year students, both native and non-native speakers. This year, the programme has been extended to a further five departments, with the aim of offering the programme university-wide next year.
Our talk will describe how we have developed the programme to reflect student and department feedback from the pilot. This has involved increased use of authentic materials, further liaison with individual departments, and, in the case of one department, the introduction of a credit-bearing assessment. We will also discuss how the programme has affected the role and position of the ELC within the university
Bio Diana Hopkins & Miranda Armstrong teach EAP to undergraduates and postgraduates, native speakers and non-native speakers, in general and subject-specific courses within the In-sessional Programme of The University of Bath.
NOTES
Session 3
Time 12.25 – 1.00
Venue Seminar Room 1.32
Presenter Jennifer Metcalfe, University of Birmingham
Session title Creating an authentic Listening Test for a Business English pre-sessional programme.
Session content The BME’s response to the UKBA requirement that listening be formally assessed:
designing a listening test that is of real, practical help to Business students
producing authentic materials and tasks for the listening curriculum, and formulating a test that reflects this
piloting and revising the test
The workshop will include extracts from the test, and participant feedback will be invited.
Bio Jennifer Metcalfe is an EAP Tutor and Senior Coordinator on the Business Management English (BME) pre-sessional programme at the University of Birmingham. She has over 30 years teaching experience in Africa, the Netherlands and the UK.
NOTES
Session 3
Time 12.25 – 1.00
Venue Seminar Room 1.04
Presenter Philip Treece, University of Birmingham
Session title From Presessional to Department: Bridging the Academic Culture Gap
Session content The EAP Presessional Programme at the University of Birmingham receives at least one student from the 28 departments (schools). Trying to integrate the programme into so many departments has proved difficult, if not impossible. Most of us would, however, agree that introducing the students to the ‘culture’ of their academic disciplines before they start their courses is a positive goal.
My presentation will introduce an approach that we have developed over several years using current university post-graduate students to bridge the gap between the English/Academic Skills taught on short presessional courses (20, 15, 10 and 6 weeks) and the start of the students’ academic courses proper.
I will explain how we use these PG students to, amongst other things, introduce students to departmental:
academic ‘culture’
genres of writing
assessment types
and how the PG students contribute to presessional assessment.
I will also cover the problems encountered in previous years.
Bio Philip Treece has directed the stage 2 EAP Presessional Programme at the University of Birmingham since 2009. He has taught English (general, academic, business) in the UK, Turkey, Cyprus and Indonesia
NOTES
Session 3
Time 12.25 – 1.00
Venue Lecture Theatre G0.2
Presenter Kerry Tavakoli, St Andrews University
Rachel Robinson, University of Leeds
Session title A) Authenticity gives meaning and creates motivation
B) Pecha Kucha presentation format as a move towards achieving authenticity on a pre-sessional business English course.
Session content A) An ideal candidate for a business-related Master’s degree has a broad knowledge, both general and specific, is a keen reader and competent writer. As EAP teachers, our job is to provide international students with the skills to fit this model. Given that the key to both academic learning and SLA is motivation, students need to see a real purpose in everything they do, and thus learning study skills and language through authentic tasks, closely related to the Master’s course keeps them focused and interested. This requires cooperation with academic staff to select suitable academic texts and to keep up to date with the type of assignments students are expected to complete. This presentation outlines the two most successful strands in our course in St Andrews have proved to be a group project culminating in a presentation, and reading for writing in order to write an authentic 5,000-word dissertation.
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B) Students often gauge a successful presentation by the amount of work they have done to research the topic (content), and by their ability to produce colourful, often highly detailed PowerPoint slides to illustrate all this hard work. Despite advice to the contrary, many continue to harbour the misconception that content and visuals are the main attributes of a good presentation, striving for one PPP (PowerPoint Perfection) at the expense of the other PPP (Practice, Practice, Practice)! The use of Pecha Kucha, a presentation technique first adopted in Tokyo in 2003 by architects Mark Dytham and Astrid Klein, aims to redress this preparation imbalance somewhat by focusing students more on their delivery. This presentation format reinforces the concept of timing, thereby enhancing the authenticity of a business pitch, while also requiring students to re-evaluate what they can realistically include on any one slide. When they give their final presentation, they will hopefully have the whole package!
Bio Kerry Tavakoli has been specialising in teaching reading and writing on postgraduate foundation for Management students for many years and also has a background in SLA, which has strongly influenced my teaching.
Rachel Robinson is an EAP tutor at the Language Centre, the University of Leeds.
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Session 4
Time 2.15 – 2.50
Venue Seminar Room 1.05
Presenter Steve Issitt, University of Birmingham
Session title Quantity, quality and Coh Metrix : Showing how an EAP programme can affect second language writing development.
Session content What develops in the development of second language writing? This was the question posed by Shaw (1998) and I attempt to address it directly. Using data from two separate years of intensive EAP presessional programmes with 530 matched pairs of postgraduate writing samples, I show how this information has been analysed and collated together with an identification of emerging linguistic patterns.
I describe first of all, the main features of the Coh-Metrix software which was used for quantitative analysis of the data and a rationale for its selection and use. I then present the results of the analysis conducted so far and suggest identifiable areas of language which appear to have improved over of the various courses (20,15,10 and 6 weeks)
I then consider the effectiveness of the software for the assessment of second language writing development- specifically in terms of presessional EAP programmes and also in the wider language learning context
Bio Steve Issitt works at the University of Birmingham (English for International Students Unit) where he is involved in pre-sessional and in-sessional course provision
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Session 4
Time 2.15 – 2.50
Venue Seminar Room 1.32
Presenter Jonathan Smith, University of Reading
Session title Task authenticity; the assessment of listening and note-taking skills
Session content This presentation will provide an account of experiences in introducing a listening and note-taking continuous assessment task on a Pre-sessional programme. The notion of “authenticity” in the context of assessment of listening skills, the process of designing and trialling the task, and standardisation of grading will be discussed. Post-assessment feedback from teachers and students will also be presented.
Bio Jonathan Smith works on Pre-sessional programmes, and has interests in: the teaching of pronunciation, listening micro-skills, spelling; and in the applications of technology in EAP.
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Session 4
Time 2.15 – 2.50
Venue Seminar Room 1.33
Presenter Russell Mayne, University of Leicester
Session title Smorgasbording: Who is it good for?
Session content Smorgasbording is the name I have given to the listing of a selection of language items in EAP texts from which students can choose. Examples of this are lists of cohesive devices, cause and effect language and language for discussion such as interrupting or agree and disagreeing. I argue that this practice is misleading and potentially harmful to students. I then try to answer why smorgasboarding is so popular.
Bio Russell Mayne is an EAP tutor in Leicester’s ELTU
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Session 4
Time 2.15 – 2.50
Venue Seminar Room 1.04
Presenter Terri Edwards , Durham University
Session title Authenticity in course materials for postgraduate scientists and mathematicians
Session content This workshop will allow teachers to share concerns and ideas for teaching science and maths students The majority of EAP teachers are not scientists. This means that we are often ill-prepared to deal with the highly specific demands of postgraduate science and maths students, particularly when they are in classes with non-scientists. Far too many generic EAP materials are based on social science issues, and may therefore appear irrelevant to science or maths students preparing for postgraduate work. Even “bespoke” materials designed specifically for scientists are too often about science, rather than being truly scientific. I will propose that an emic (bottom-up) approach to pre-sessional course design can provide genuine authenticity, as all the course materials would be student-generated. I will then demonstrate how student-generated materials can be used in class to teach academic writing, using techniques such as compiling a portfolio, text-framing and peer-teaching.
Bio Terri Edwards has been teaching EAP for seven years at Durham University English Language Centre, working mostly on Year-Round Pre-sessional and In-sessional courses.
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Session 4
Time 2.15 – 2.50
Venue Lecture Theatre G0.2
Presenter Katie White, University of Southampton
Session title Maximising authenticity in a law Masters pre-sessional course: a case study
Session content The LLM pre-sessional at Southampton University is designed for all prospective international LLM students and has evolved over a number of years to become firmly embedded within the law department.
Collaboration with the Law department has led to a course in which authentic content and language work hand-in-hand. LLM lecturers provide content via law lectures with pre-lecture reading, case reading sessions, example case summaries and authentic assessment tasks with guided answers for tutors. Lecturers work closely with EAP practitioners who are trained to assume the role of ‘an interested student of the subject matter’ (Hutchinson & Waters, 1987: 163) and who explore this content with students in language focussed classes.
The case study discusses issues which arise from embedding an EAP course into a law department. This raises further questions about the extent to which authentic materials contribute to the student experience, and the feasibility of employing this model in other subject areas.
Bio Katie White is programme leader for the Law pre-sessional which she has worked on for six years. She also teaches in-sessional Law EAP courses and Spanish translation classes.
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Session 5
Time 2.55 – 3.30
Venue Seminar Room 1.05
Presenter Karen Nicholls, Sheffield Hallam University
Session title Authenticity as a principal of course design
Session content My presentation will outline how three aspects of authenticity have guided the design of several EAP courses at Sheffield Hallam University. Authenticity of task, text and experience can play a key role in the decision-making processes that underpin EAP course design, and I argue that the importance of these principles increases as time pressures intensify. Three courses will be used to exemplify the degree to which authenticity might be considered an essential part of EAP course design: an in-sessional course for mixed subject post-graduate students; an intensive, preparatory course for international nursing students; and in-sessional EAP provision for a continuing professional development course for Iraqi medical leaders. However, no single principle can override the complex factors which need to be taken into account when designing courses. To highlight the limitations of authenticity in course design, I include scenarios in which an exclusive emphasis upon authenticity might prove counter-productive.
Bio Karen Nicholls is currently principal lecturer and Head of the TESOL Centre at Sheffield Hallam University. She has taught, designed and run in-sessional, pre-sessional and bespoke EAP courses and the PG Certificate in TEAP.
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Session 5
Time 2.55 – 3.30
Venue Seminar Room 1.32
Presenter Angela Hammond & Claire Weetman, University of Hertfordshire
Session title Why bother with authentic materials for tests?
Session content We use authentic texts in all English language tests that we develop at the University of Hertfordshire. Using the same topic to test Reading, Writing and Listening skills we find original texts which we then amend, considering academic style, vocabulary, audience and purpose.
We believe this approach enables our students to be better prepared for their studies and helps to reconcile experience in the classroom with real life (Wilkins: 1976). Motivation is increased as it enables them to relate to real world issues, providing exposure to real language (Guariento & Morley: 2001), and the content from authentic texts improves their overall cultural knowledge (Kilickaya: 2004). Using material that also in some ways reflects realities in an individual’s own culture empowers them to engage more closely with the content and so validates their experience (Corbett: 2010).
Taken together, we believe all these factors are essential to successful academic performance.
Bio Angela Hammond has taught overseas and has developed teaching materials for a range of training programmes. She currently teaches language, research and study skills. She also teaches on staff development programmes
Claire Weetman has been teaching English for 18 years in Turkey, Thailand, Poland, Australia and the UK. She is interested in Blended learning, motivating international students and language testing.
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Session 5
Time 2.55 – 3.30
Venue Seminar Room 1.33
Presenter Bella Reichard, INTO Newcastle University
Lucy Marriott , University of Sunderland
Session title A) Does teacher “authenticity” help or hinder?
B) The challenges of providing an In-sessional EAP module for international students from the Art Design and Media Faculty
Session content A)The attribute “authentic” can be applied not only to materials and language but also to teachers: teachers generally also have a certain academic background and experience as a student. This presentation will address the question of how useful “authentic” experience is for a teacher, based on my own experience as an international student taking EAP classes and now as an EAP teacher. While my student experience frequently informs what happens in the classroom, my students may still have different requirements due to disciplinary differences, language level, academic level, cultural background, age and numerous other factors. The presentation will also consider examples from my practice of where these differences need to be reflected in the choice both of language points and of “authentic” material, where an academic journal article may or may not be an authentic text type for an Undergraduate Pathway student.
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B) For the past 4 years I have been working with the ADM faculty to provide a bespoke In-sessional module for international students from this faculty. This has meant developing authentic materials and liaising with a vast number of staff to obtain relevant subject specific material. There have been various challenges including communication with various faculty staff, making the students aware of the module, attendance and timetabling issues, as well as not being a subject specialist myself when developing materials. I hope to be able to share my experiences in providing this type of module, the challenges faced and lessons learnt. In addition I hope to benefit from the experience of other EAP specialists who may have face similar challenges in their own provision
Bio Bella Reichard teaches EAP at INTO Newcastle University on the International Diploma in Business pathway programme. She has recently completed an MA in Applied Language Studies at Durham University.
Lucy Marriott qualified to teach English as a Foreign Language in 2000. After teaching English abroad for 2 years she began working at the University of Sunderland as an Academic Tutor on the EAP pre-sessional programme. She is now a Senior Lecturer and Subject Leader for EAP. She is responsible for all the EAP In-sessional and pre-sessional provision. She completed her MA in Teaching and Learning in 2008.
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Session 5
Time 2.55 – 3.30
Venue Seminar Room 1.04
Presenter Katherine Taylor , University of Leeds
Session title Realistic Writing for Early-stage Doctoral Students
Session content Whilst the ultimate aspiration of PGR students is the submission of their written thesis, this is only accomplished at the end of a 3-4 year apprenticeship. How authentic is it then to hold up theses - and published journal articles - as models of writing for students just setting out on their doctoral journey? Where is the scaffolding for students’ development as indicated by Vygotsky’s ZPD model or Krashen’s notion of ‘i + 1’? And what about the need to produce other forms of more mundane but important text such as e-mail requests, supervision records, progress reports - examples of which students are unlikely to see.
In this brief presentation I describe and invite discussion about our PGR in-sessional provision which seeks to enable students to explore realistic expectations of writing in the early stages of PhD study, through, for example, sharing and commenting on each others’ writing, to build confidence and competence rather than focusing on perceived incompetence.
Bio Katherine Taylor teaches both international PhD students within the Language Centre and home PhD students in the university-wide development unit. She is particularly interested in issues around transition. She is currently pursuing a PhD in practice-based learning and knowledge development.
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Session 5
Time 2.55 – 3.30
Venue Lecture Theatre G0.2
Presenter Siân Lund, Kingston University
Session title What is the legal limit? To what extent can EAP tutors advise on the content of legal studies assignments?
Session content A) This presentation will aim to compare the requirements of Law lecturers in student writing with the scope of a non-specialist led EAP class. By giving examples of text analysis, assignment preparation and writing style analysis, it will attempt to consider the balance between genre analysis, language and content in a PG academic writing for Law class. This will lead to a discussion of the validity of a discipline-specific approach in an academic writing course for Law students.
Bio Siân Lund worked at Greenwich University from 2001 – 2011 coordinating, teaching and writing courses. She has worked at Kingston University since 2012, coordinating courses and liaising with the Law Department.
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Session 6
Time 3.30 – 4.00
Venue Seminar Room 1.05
Presenter Ruth Humphreys, Heriot-Watt Universit
Session title The authenticity of Academic Listening & Speaking courses
Session content The workshop will establish agreed criteria to evaluate typical ‘EAP’ listening & speaking activities. Participants will work in small groups & have an opportunity to contribute to both criteria and activities. The session will also include discussion about the degree to which activities aimed at developing learner competencies in these skills, can and should be authentic. In addition, the session will examine authenticity of text, task and context, and identify how other university-based opportunities for students to develop their competence and autonomy can be usefully integrated into EAP courses.
Bio Ruth Humphreys has taught EAP for over ten years, co-ordinating & delivering courses aimed at developing learners’ Academic Listening & Speaking skills. She also teaches on the MSc TESOL at Edinburgh University.
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Session 6
Time 3.30 – 4.00
Venue Seminar Room 1.32
Presenter Martin Seviour, Nottingham Trent Unviersity
Session title Authentic Product vs. Authentic Process: A new approach to assessing the academic essay on a pre-sessional EAP course.
Session content For most pre-sessional courses, assessment is high-stakes with significant consequences for both the students being assessed and the academic courses to which they progress. So it is important that we get it right. However, we often face a dilemma in balancing the need for reliability in our assessment with considerations of authenticity and validity. At the same time we need to ensure that our assessment encourages engagement and real learning and that washback on teaching practices is positive.
This presentation will outline a new approach to assessing the pre-sessional coursework essay which involved placing a greater emphasis on the academic writing process rather than the end product. We will look at some of the initial reaction to the new approach from students and staff and consider to what extent authenticity of product is really possible in the context of EAP assessment in general.
Bio Martin Seviour has been Programme Leader for Pre-sessional EAP since 2009. He previously worked with the British Council in Sierra Leone, Mongolia, China and Uzbekistan.
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Session 6
Time 3.30 – 4.00
Venue Seminar Room 1.04
Presenter Chris Nelson;, INTO Newcastle University
Session title Criticality and students’ texts (provisional)
Session content In order for our pathway students to proceed, particularly on to Masters' courses, they need to be able to show evidence of criticality. Many of them come from cultures where critical thinking is not particularly encouraged; they also struggle with a lack of confidence in English. I have designed materials which are authentic in that they are based on excellent examples of students' work: short extracts from the extended essays (5,000 words) which previous cohorts of our Graduate Diploma (ie pre-Masters) students have written as part of their Study Skills assessed work. These essays are not assessed for English, but for coherence, depth of argument and clear evidence of research skills.
I will show participants examples which have been used, and invite them to devise tasks which will engage the students with the texts and encourage them to think critically about them and the sources upon which they are based.
Bio Chris Nelson worked overseas with the British Council 1974-2009, mainly as a Teaching Centre Manager. Since January 2010, he has worked as an EAP tutor at INTO Newcastle University.
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Session 6
Time 3.30 – 4.00
Venue Lecture Theatre G0.2
Presenter James Henry, Coventry University
Session title Writing at the Crossroads: Using Authentic Case Studies in a Business EAP Course
Session content Firstly, important literature on the topic will be discussed. This section will show how the case study genre has been defined, and how it differs as a genre from other forms of academic writing. This section will end with an analysis of the register of writing required in case study tasks, from the professional to the academic.
The second section will involve an analysis of authentic Business assignments briefs at Coventry University. The requirements of the tasks will be discussed, and there will be an analysis of the register or registers contained within the questions.
The final part of the talk will involve a brief presentation of a corpus of case-study student writing. The writing will be analysed for examples of either a professional or an academic approach, and there will be a discussion of the approach of the two main language groups in the corpus.
Bio James Henry is a Lecturer in English for Academic Purposes at Coventry University
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