BALEAP Professional Issues Meeting (PIM) Teacher … · BALEAP Professional Issues Meeting (PIM)...

BALEAP Professional Issues Meeting (PIM) Teacher Education for EAP

TESOL Centre, Sheffield Hallam University 29 November 2014

Sheffield Hallam University BALEAP PIM Programme, 29 November 2014

09.00 - 09.45

Registration, tea/coffee. Cantor Building, Sheffield Hallam University

09.45 - 10.00

Introduction and conference opening. Cantor Building, Room 9130

10.00 - 10.45

Plenary session: Simon Borg. Practitioner research for professional and organizational growth Cantor Building, Room 9130

Room 9135 Room 9128 Room 9006 Room 9129 Room 9131 Room 9132 Room 9025

10.50 - 11.20

Concurrent Session 1

Carolyn Kirk Alternative EAP training (EAL and PhD research): 'All paths lead to Rome'?

Garry Maguire Implementing the TEAP scheme in your institution

Dustin Hosseini From print to digital, from static to dynamic: Enabling EAP tutors with the knowledge and training to integrate collaborative, interactive activities online

Gary Riley-Jones The importance of ideology in an understanding of criticality in teacher education and practical implications

Alex Ding & Gemma Campion Challenging teacher education for EAP

Marion Engin Differing attitudes and perceptions of EFL and EAP lecturers to peer observation as a tool for reflection and learning

Ann Smith & Clare Wilson Teacher collaboration and reflection in EAP syllabus design

11.20 - 11.50 Tea/Coffee break. Cantor Building

11.50 - 12.20


Christina Healey (Workshop) The A in EAP: does 'academic' equal 'authentic'?

Nancy Carter The development of best practice in the delivery of EAP written feedback

Edward de Chazal (Workshop) Teaching and learning EAP: Developing roles, defining competencies, sharing practices

Deborah Cobbett (Workshop) XAP - eXamining alternative perspectives on EAP

Karen Nicholls & Helen Thompson Scaffolding teacher reflection in online postgraduate courses for EAP practitioners

Steve Kirk Consulting the OrAcle: A tool for EAP teacher planning and practice

Victoria Mann International students and dyslexia diagnosis: A case study

12.25 - 12.55


Martin Seviour Helping teachers improve the quality and effectiveness of written feedback on student writing

Holly Vass & Elwyn Lloyd Filling the EGAP: Can newly qualified CELTA teachers be groomed 'on-the-job' for EAP?

Steven Peters Teacher learning and teacher research: participant and researcher positions

Sheffield Hallam University BALEAP PIM Programme, 29 November 2014

13.00 - 14.00

Lunch break. Cantor Building

14.00 - 14.30


Room 9135 Room 9128 Room 9006 Room 9129 Room 9131 Room 9132 Room 9025

Phil Martin Teachers in transition: the path to EAP

Deak Kirkham Towards an expert-led model of teacher education

Bee Bond & Clare Poulson (Workshop) Mentoring, cascading, training or transforming? The TEAP competencies as a basis for CPD

Mike Dibbol & Gary Hicks HE educator preparation and internationalisation: How can EAP inform best practice, a professional conversation

Anthony Manning Investigating EAP teacher assessment literacy

Deborah Stevenson (Workshop) Developing a coaching approach to teacher development in EAP

14.35 - 15.05


Zoe Gazeley-Eke & Sarah Butler The path from EFL to EAP: Observations

Daniel Baines Rethinking the role of reflection for language teachers in training: A multiple case study

Daniela Panayotova Confessions of a non-native teacher of English: Motivation, difficulties and contributions

Sofia di Giallonardo Academic identity and the EAP teacher

15.10 - 15.55

Plenary Session: Olwyn Alexander. EAP teacher education in the twenty first century. Cantor Building, Room 9130

15.55 - 16.30

Panel discussion: The role of teacher's books in EAP teacher education. Cantor Building, Room 9130

16.30 Close

EAP and Teacher Education SHU BALEAP PIM Programme Abstracts

PLENARY 1

Time 10.00 - 10.45

Room Cantor building, Room 9130

Presenter Simon Borg

Title Practitioner research for professional and organizational growth

Abstract

The idea that language teachers should be researchers in their own classrooms is not new - Nunan, for example was writing about action research in 1990 and Allwright & Bailey’s book on classroom research appeared in 1991. Yet while, intuitively, practitioner research is an attractive notion, uptake among language teaching professionals was (MA dissertations apart) for many years limited. Recently, though, there is growing evidence internationally that teacher research (i.e. practitioner research done by teachers) is being more widely promoted as a feasible and valuable activity that has benefits for teachers, students and organizations. Increased engagement in teacher research by language teaching professionals is also evident. In this talk I will discuss key features of teacher research and examine some reasons for the current interest in it. I will also dwell on the role that the kind of professionally-oriented inquiry that teacher research constitutes might play within EAP departments in Higher Education contexts where research with a more ‘academic’ purpose is typically more highly valued.

Bio

Simon Borg has been involved in ELT for over 25 years working as a teacher, teacher educator, lecturer, examiner, researcher and consultant in a range of international contexts. After 15 years at the University of Leeds, where he was a Professor of TESOL, Simon now works full-time as an ELT consultant. He specialises in teacher education and development, teacher research, and research methods training. His most recent books are Teacher research in language teaching (Cambridge University Press, 2013) and Teacher research in Pakistan: Enhancing the teaching and learning of English (British Council, 2014).

Contact e-mail: [email protected] website: simon-borg.co.uk/ blog: simon-borg.co.uk/blog/ Twitter: twitter.com/Simon_Borg

mailto:[email protected]

simon-borg.co.uk/

simon-borg.co.uk/blog/

twitter.com/Simon_Borg


SESSION 1: 10.50-11.20

Time 10.50 - 11.20

Room 9135

Presenter Carolyn Kirk

Title Alternative EAP training (EAL and PhD research): 'All paths lead to Rome'?

Abstract

It is said that teachers teach the way they were taught. Is there, therefore, a correlation between EAP coordinators’ own training and the staff they appoint? A common path into EAP teaching has been EFL, and a deficit is often assumed: extra training (especially in academic writing) is required to transform EFL teachers into competent teachers of EAP. English for Academic Purposes has been seen as a step up intellectually, with the acquisition of new, more academic skills, being necessary. Less discussed are (arguably downward) moves into university EAP from PhD research and lecturing, or sideways moves from tutoring and teaching EAP/EAL to international students at secondary level. This paper suggest that, instead of thinking of the deficits of other forms of teacher training, EAP coordinators could be considering what extra skills these other teachers and researchers could offer. Comparing their training and skills with more traditional routes into EAP, this paper suggests that EAP departments, being unfamiliar with these ‘other worlds’, might be overlooking talented professionals. There seems to be a mistrust of teachers without the standard DELTA or MA in TESOL, even though their training may have been longer or more rigorous. A survey of EAP professionals, which asked what they should really have known before they began teaching Academic English, indicates that employers could welcome greater diversity (giving value to other forms of academic training ) and look beyond EFL, MA TESOL and DELTA in their quest for creative, resilient new EAP teachers. References British Council, 2014. Accreditation Handbook 2014-2015. Accreditation UK.

Available at: http://www.britishcouncil.org/sites/britishcouncil.uk2/files/accreditation_uk_handbook_2014-15/

Capel, S., Leask, M. and Turner, T. eds. 2008. Learning to Teach in the Secondary School. 4

th edn. London: Routledge.

Department for Education and National College of Teaching and Leadership, 2011. Grade comparison of overseas qualifications. Available at: http://www.gov.uk/government/publications/grade-comparison-of-overseas-qualifications/

Kirk, C. 2014. EAP teacher preparation [Survey by C. Kirk] London (UCL) 6 September, 2014.

Bio Having gained a PhD from St. Andrews and studied at Durham and IoE, Carolyn taught at American, Brazilian and Portuguese universities before becoming a UK secondary school/pre-sessional teacher.

Contact [email protected]

http://www.britishcouncil.org/sites/britishcouncil.uk2/files/accreditation_uk_handbook_2014-15/

http://www.britishcouncil.org/sites/britishcouncil.uk2/files/accreditation_uk_handbook_2014-15/

http://www.gov.uk/government/publications/grade-comparison-of-overseas-qualifications/

http://www.gov.uk/government/publications/grade-comparison-of-overseas-qualifications/


Time 10.50 - 11.20

Room 9128

Presenter Garry Maguire

Title Implementing the TEAP Scheme in your institution

Abstract

This talk will be of interest to those seeking to know more about BALEAP’s professional accreditation TEAP Scheme and about ways of implementing it in their institution.

A brief overview to the scheme and a progress update of its roll out across the sector will be provided. The main focus will then be on describing and illustrating the various ways, across the full range of professional EAP activity, that the Competency Framework and the elements of the TEAP scheme can be embedded in institutions to enhance professional practice.

TEAP scheme future developments will be introduced.

Bio Garry McGuire is a teacher and teacher trainer with twenty years' experience in EGP, ESP and EAP. He joined Oxford Brookes in 2001 where his main duties include the academic development of the International Summer Programme, undergraduate modules in critical reading for academic purposes and coordination of the Academic English support for postgraduate students. His research interests include task-processing conditions, SLA, initial teacher trainee cognitive styles and teacher education course input delivery modes. He is engaged in action research into critical academic reading syllabus, materials and test design. Garry is the TEAP Officer for BALEAP and is currently the driving force behind the TEAP accreditation scheme.


http://www.baleap.org.uk/projects/teap-cpd-scheme



Time 10.50 - 11.20

Room 9006

Presenter Dustin Hosseini

Title From print to digital, from static to dynamic: enabling EAP tutors with the knowledge and training to integrate collaborative, interactive activities online.

Abstract

Pre-sessional programmes in the UK can often be intensive learning and teaching environments where tutors can feel overwhelmed by the significant amount of print and static materials they receive and must process. The BALEAP (2008) Competency Framework for Teachers of English for Academic Purposes (CFTEAP) indicates that EAP practitioners should have:

the knowledge and understanding of electronic media and modes [of assessment](p4);

the knowledge and understanding of new technologies that can support independent learning (p7);

and the ability to implement IT into the delivery [of teaching] (p8) However, the CFTEAP does not appear to directly address the competencies specific to ICT and digital literacies that EAP practitioners require to actively and successfully achieve the aforementioned points. EAP practitioners must receive appropriate knowledge and training in order to take full advantage of technologies integrated into the learning and teaching process. Failure to implement and support knowledge exchanges and relevant training can lead to a static ‘electronic document repository’ and ‘poor pedagogical development’ when integrating e-learning activities on VLEs (Badge, Cann and Scott 2005).One solution to this issue is to digitise and dynamise learning and teaching materials by using virtual learning environments (VLEs) to integrate technology into learning and teaching. This will ultimately help EAP practitioners save time and monitor student participation while actively engaging learners (Jisc infoNet 2012). Therefore, this presentation aims to outline concisely what knowledge and training EAP tutors and programme directors should obtain in order to effectively integrate technology into the classroom.

Bio Dustin is a senior EAP tutor with remit for learning technology at Coventry University. He advocates integrating technology to facilitate and streamline learning/teaching and to develop student and tutor digital literacies.




Time 10.50 - 11.20

Room 9129

Presenter Gary Riley-Jones

Title The importance of ideology in an understanding of criticality in teacher education and practical implications

Abstract

It is a ‘commonplace assertion’ for universities to encourage criticality among their students (Barnett, 1992: 193) and that criticality is a ‘defining concept of the Western University’ (Barnett, 1997: 2). It is also a commonplace assertion that such attempts are largely unsuccessful (e.g., McBride et al., 2002), both within Higher Education (HE) and English for Academic Purposes (EAP) (e.g., Miller, 2011 and Moore and Morton, 2005). My presentation will first explore what is meant by the term ‘criticality’ within the Western university and, from this, argue that any understanding of criticality should ‘create epistemological and ontological disturbance in the minds and in the being of students’ (Barnett, 2000: 154) [original emphasis] and at the same time engage with the ideological. An engagement with the ideological is essential as historically, as Benesch (1993) notes, EAP has adopted an ‘ideology of pragmatism’ which, according to Pennycook (1997: 257), has been historically tied to an adherence to ‘discourses of neutrality’ which is reflected in the commonly held assumption within EAP that ‘critical thinking’ should be ideologically neutral. I will argue that although there is a place for critical thinking, space must also be made for understandings of criticality that engage with the ideological which, as Pennycook (1997: 263) states, will lift EAP out of its commonly perceived ‘service’ role and reposition EAP as ‘not… mere adjuncts to the knowledge curricula but rather as sites of change and resistance’ (ibid.: 263).But how is this to be achieved? Benesch (1993: 42) argues that it is through cross-curricular collaboration and the possibility for ‘linked’ courses. In my presentation, I will take this argument further and argue that an ideologically-engaged criticality can best be fostered through Content-Based Language Teaching (CBLT) which I will demonstrate with reference to a module I teach at Goldsmiths.

Bio Gary is an EdD student at the Institute of Education where his thesis is concerned with the concept of criticality and the potential for self-transformation. He coordinates the Pre-Sessional at Goldsmiths.




Time 10.50 - 11.20

Room 9131

Presenters Alex Ding & Gemma Campion

Title Challenging Teacher Education for EAP

Abstract

This paper engages with two key problems we associate with envisaging and enacting teacher education in EAP. The first relates to a cluster of issues that render the idea and practice of teacher education in EAP problematic and contentious. The first part of the paper outlines these issues paying particular attention to: definitions and scope of EAP; the confused and complex relationship to TESOL; the perceived, imagined and liminal role(s), identities and positions of EAP practitioners; appropriate pedagogies for TEAP, and the ambiguities and challenges around the ethos and purposes of TEAP qualifications. The second key challenge, in the development, design and teaching of the online MA TEAP programme (University of Nottingham) is to, as far as possible, tackle the concerns outlined in the first part of the paper. The second part of this paper begins by discussing the philosophy underpinning this new MA, how this philosophy permeates and drives the pedagogy, tasks, design and interactions on the programme, and how this approach engages with the issues outlined in part one of this paper. In addition, we present examples of tasks, extracts of interactions, pedagogical tasks and the course structure to demonstrate concretely how this programme envisages teacher education and provides a space for challenging ideas about, and practices of, EAP.The final part of this paper situates teacher education for TEAP in wider social, political and educational contexts and tentatively suggests how teacher education in TEAP might contribute in a small way to reimagining EAP. This brief optimistic note is outweighed by a range of structural, cultural, economic and ideological constraints indicating that much more than teacher education needs to change if the EAP profession is to occupy a more central role in transforming education. References Campion, G. (2012) The Learning never ends: investigating teachers’ experiences of moving from English for General Purposes to English for Academic Purposes in the UK context; What are the main challenges associated with beginning to teach EAP, and how can these challenges be overcome? Unpublished Masters Dissertation. University of Nottingham. <http://www.baleap.org.uk/media/uploads/dissertation-awards/Gemma_Campion_dissertation_2012.pdf Morgan, B. (2009) ‘Fostering transformative practitioners for critical EAP: Possibilities and challenges’, Journal of English for Academic Purposes, 8: 86-99.

Bio Dr. Alex Ding is programme leader of the MA in Teaching English Academic Purposes at the University of Nottingham. He also co-supervises PhD students in EAP. Gemma Campion currently works at Nottingham Trent University where she teaches on in-sessional programmes for undergraduate and postgraduate students in social sciences.

Contact [email protected] [email protected]




Time 10.50 - 11.20

Room 9132

Presenter Marion Engin

Title Differing attitudes and perceptions of EFL and EAP lecturers to peer observation as a tool for reflection and learning

Abstract

With the emerging practice of and focus on scholarship of teaching and learning (SoTL) in higher education, there has been a readjustment of priorities to valorize learners, learning, and effective teaching. This in mind, the author presents two very different attitudes to peer observation as a tool for teacher reflection and learning. The research is set in an English –medium university in the United Arab Emirates in which the general English programme is part of the Foundations programme, and the academic writing programme is part of the University College. This presentation discusses a challenge experienced by the author in terms of teacher perceptions and attitudes when moving from the general English department to the academic English department. In the former, the author had set up and been involved in a highly successful peer observation programme which focused on the observer as learner (Engin & Priest, 2014; Hendry & Oliver, 2012). However, a similar peer observation programme in the EAP department was met with considerable disinterest and distrust by the lecturers. Although the author introduced the peer observation programme as an opportunity for lecturers to observe colleagues with the aim of reflecting on their own teaching, over the past two years only several lecturers have offered to open their doors to colleagues. Based on questionnaire and interview data, the presenter will discuss reasons for the stark difference in attitude towards peer observation between the general English lecturers and the EAP lecturers. There will be discussion of the implications and suggestions for how to better support peer observation in the EAP department. References Engin, M., & Priest, B. (2014). Observing teaching: A lens for self-reflection. Journal of Perspectives in Applied Academic Practice, 2(2), 2-9. Hendry, G.F., & Oliver, G.R. (2012). Seeing is believing: The benefit of peer observation. Journal of University Teaching & Learning Practice, 9(1), 1-9.

Bio Marion Engin has been teaching and teacher training for over 25 years. She is currently working at Zayed University in Dubai. Her research interests focus on the application of sociocultural theory to second language teacher education.




Time 10.50 - 11.20

Room 9025

Presenters Ann Smith & Clare Wilson

Title Teacher collaboration and reflection in EAP syllabus design

Abstract

A new syllabus for low proficiency EAP students was trialled recently in Nottingham. The presentation will outline the collaborative process a team of teachers used to develop the PEAP 1 syllabus. Some of the challenges teachers in the syllabus design team faced will be considered drawing on retrospective teacher narratives. Rather than choosing a course book, a small collaborative planning group identified the core threads for the syllabus and learner needs. These integrated Kolb’s model, authentic and semi-authentic pedagogic cultural-based materials, the development of students’ understanding of genre and criticality as well as academic English and grammar. Through initial weekly meetings, this collaborative planning process produced a preliminary 10-week syllabus plan. The materials production, which was mainly allocated according to teachers’ interests, created a patchwork of units for the team to synthesise into the first six weeks of teaching materials. During the teaching trial, syllabus concerns raised at weekly team meetings were fed into the final materials allowing both a pre-planned and a retrospective focus. Finally, teachers reflected back and evaluated the feedback. It will also reflect on some of the challenges teachers in the syllabus design team faced drawing on retrospective teacher narratives. These included issues around collaboration, such as sharing ideas and ensuring a supportive environment. Particular challenges included relinquishing ownership of materials to the team and handling critique and revision. Team projects, such as this one, are more common in EAP than on the EFL/ESL pathway. References Bailey, K.M., Curtis, A. and Nunan, D. (2001) Pursuing professional development: The self as a source. Boston, Mass.: Heinle and Heinle. Johnson, B. (2003) Teacher collaboration: good for some, not so good for others. Educational Studies 29 (4): pp. 337-349. Kolb, D.A. (1984) Experiential learning: experience as the source of learning and development. Englewood Cliffs, NJ: Prentice Hall. Panitz, T. (1999) Collaborative vs cooperative learning--A comparison of the two concepts. U.S. Department of Education. (ERIC Document Reproduction Service No. ED 448 443) Nunan, D. (ed.) (1992) Collaborative teaching and learning. Cambridge: Cambridge University Press. Richards, J. C. and Lockhart, C. (1996) Reflective teaching in second language classrooms. Cambridge: Cambridge University Press.

Bio Ann Smith has extensive experience in TESOL/EAP teaching, teacher training and materials development. As a lecturer at Nottingham University, her interests include syllabus design, content-based teaching and group collaboration. Clare Wilson is an experienced EAP tutor at the Centre for English Language Education at the University of Nottingham. Her interests include teaching lower-level EAP and literature with language.

Contact [email protected] ann.smith @nottingham.ac.uk


SESSION 2: 11.50-12.55

Time 11.50-12.55

Room 9135

Presenter Christina Healey

Title The A in EAP: does ‘academic’ equal ‘authentic’?

Abstract

All EAP providers hope that summer pre-sessionals will provide a strong foundation for success in students subsequent post-graduate studies. Yet the curricula of these courses is very much contested. How generalist should they be or how subject specific? In particular how ‘authentic’ can pre-sessional reading materials really be? These questions have serious implications for teacher training. Some pre-sessional tutors will not have taught EAP as opposed to EFL before. Others will normally teach abroad and may have little up to date knowledge of UK academic practice. This workshop will focus on how inexperienced tutors on pre-sessional courses can best be prepared to prepare students for their future studies. It will briefly raise the arguments for and against the use of ‘authentic’ materials to develop academic reading skills and look critically at some EAP textbooks commonly used on pre-sessionals. It will then offer practical guidance on how an authentic research article can be converted into a series of purposive activities to prepare students for the reading requirements of their future courses. The presenter will draw on her own teaching experience of using authentic materials supported by the ideas of Swales J.M. (2005) Genre Analysis 2

nd edition and Alexander O. et.al. (2008)EAP Essentials

and stimulated by Michael Billig’s 2013 book on the nature of ’bad’ writing within the academy. The workshop is designed to be as interactive as possible and to be useful and enjoyable both for new EAP tutors and for pre-sessional course directors. All EAP providers hope that summer pre-sessionals will provide a strong foundation for success in students subsequent post-graduate studies. Yet the curricula of these courses is very much contested. How generalist should they be or how subject specific? In particular how ‘authentic’ can pre-sessional reading materials really be? These questions have serious implications for teacher training. Some pre-sessional tutors will not have taught EAP as opposed to EFL before. Others will normally teach abroad and may have little up to date knowledge of UK academic practice. This workshop will focus on how inexperienced tutors on pre-sessional courses can best be prepared to prepare students for their future studies. It will briefly raise the arguments for and against the use of ‘authentic’ materials to develop academic reading skills and look critically at some EAP textbooks commonly used on pre-sessionals. It will then offer practical guidance on how an authentic research article can be converted into a series of purposive activities to prepare students for the reading requirements of their future courses. The presenter will draw on her own teaching experience of using authentic materials supported by the ideas of Swales J.M. (2005) Genre Analysis 2

nd edition and Alexander O. et.al. (2008)EAP Essentials

and stimulated by Michael Billig’s 2013 book on the nature of ’bad’ writing within the academy. The workshop is designed to be as interactive as possible and to be useful and enjoyable both for new EAP tutors and for pre-sessional course directors.

Bio Christina Healey has taught EAP at various universities. Before this she was active in TESOL for home students (immigrants and refugees) She now works as a freelance teacher, writer and researcher on language and learning in the HE curriculum.




Time 11.50-12.20

Room 9128

Presenter Nancy Carter

Title The Development of Best Practice in the Delivery of EAP Written Feedback

Abstract

Feedback on written assignments consumes a significant amount of time for any EAP tutor and can often cause anxiety, on the part of the tutor, regarding the effective delivery of such formative advice (Ferris, 2007). As the BALEAP competency framework states EAP tutors should be able to “give appropriate feedback on … written student performance”. However, during the majority of EFL teacher training courses there is no time for the development of this key skill and many teachers enter EAP without having taken part in a TEAP course. Adding to this potential lack of confidence (Hyland and Hyland, 2006) is the plethora of modes of feedback that add to the challenge. Remaining abreast of the various technologies available for teaching in this digital world is only going to become more of a challenge, so this presentation argues that it is vital for TEAP courses and individual institutions to include CPD and resources for successful feedback and introduction to the different modes available. This session aims to explore the generic in-sessional aspect of EAP feedback delivery. The particular challenges of this area of EAP will be explored and then a comparison of two different types of software, Camtasia (Silva, 2011) and iAnnotate, will be discussed in terms of their suitability for this provision. Finally, a feedback task will be given to examine how we all respond to a student text and a discussion of how easy or necessary it is to train EAP tutors in feedback delivery.

Bio Nancy works at the University of Brighton as a teacher trainer for the Diploma in TESOL and teacher refresher courses. She also co-ordinates and teaches on the in-sessional EAP provision.




Time 11.50-12.55

Room Edward de Chazal

Presenter 9006

Title Teaching and learning EAP: developing roles, defining competences, sharing practices

Abstract

This workshop aims to step back and take a macro view of the roles of EAP teachers and students today. It is in many ways logical to consider the two major groups – teachers and students – together and with reference to each other. As participants in the academy, we have many roles in common. Using a 12-point framework expressing these roles, this workshop explores what they mean for EAP teachers and students. The first two roles focus on EAP teachers as practitioners informed by current developments in the field, and EAP students as resources of knowledge and experience. Subsequent roles cover texts, language, and critical thinking. Academic texts can be seen as sources of knowledge and argument, while academic language becomes the agent of meaning. In the role of critical thinker as reflector and challenger, everyone in the EAP classroom can learn to evaluate how written and spoken information is presented. Further roles apply to the academic reader / writer / speaker / listener, as well as EAP materials, assessments, and technologies. Using a single academic text as a point of reference and analysis, this presentation provides a practical road-map for EAP teachers based on the 12 roles for today’s EAP practitioner. This material is based on the new teacher’s methodology book English for Academic Purposes published by OUP in the Oxford Handbooks for Language Teachers series. By illustrating the roles of both EAP teachers and students, the workshop emphasizes commonalities and opportunities for mutual exchange. For example, in order to teach presentation skills, it is desirable and beneficial for the EAP teacher to be able to prepare and deliver a good presentation; the teacher’s deeper understanding of this process of giving a presentation can lead to more principled and effective teaching and learning.

Bio Edward de Chazal has coordinated general, vocational, and specific EAP programmes in several countries. His publications include the Oxford EAP series and the OUP English for Academic Purposes methodology title.



Time 11.50-12.55

Room 9129

Presenter Deborah Cobbett

Title XAP – eXamining Alternative Perspectives on EAP

Abstract

This session explores assumptions about EAP curricula (1), with which each of us operates, whether consciously or not. By becoming aware of these mental models we can develop our understanding further and explore new ideas in relation to our learning and teaching practice in the context of different educational paradigms, rather than operating automatically. We will also explore institutional strategies in increasingly internationalising and marketising higher education systems (2). The session first sets out possible definitions and approaches to curricula, and invites participants to reflect and position themselves in relation to different paradigms of educational theory (3). This may reveal some conflicts with institutional strategies, as ideas about curricula are related not only to experiences and theories of knowledge but also to political and ideological positions and our visions of the kind of society we wish to create. What kind of world are we making? What world can or should we make? What is EAP and what might it be? References 1.Hyland K and Hamp-Lyons L (2002) EAP: issues and directions JEAP 1: 1-12 2.Lewis VFB (2007) ‘Integrated internationalism’ in UK higher education: interpretations, manifestations and recommendations [DBA thesis] http://opus.bath.ac.uk/22465/1/UnivBath_DBA_2007_V_Lewis.pdf 3.Luckett K (1996) Curriculum Theory in Lucket K (ed) Curriuclum development: reflecting on our practice South Africa: University of Natal Press

Bio Currently based at the University of Sheffield, has also worked in French, Mexican and Chinese universities, further and adult education, primary and secondary schools and informal youth and community education.


http://opus.bath.ac.uk/22465/1/UnivBath_DBA_2007_V_Lewis.pdf



Time 11.50-12.20

Room 9131

Presenters Karen Nicholls & Helen Thompson

Title Scaffolding teacher reflection in an online postgraduate module for EAP and ESOL practitioners

Abstract

Reflective practice can be viewed as a process whereby practitioners critically reflect on and gain a deeper understanding of their current teaching and make decisions about which aspects of practice they need to develop for the benefit of their students’ learning needs (Farrell, 2013). Through this process teachers may become more aware, proactive and confident in their teaching (Farrell, 2013: 32). Our postgraduate module supports reflective practice by enabling practitioners to reflect on a personally significant teaching topic, exploring their practice, and the beliefs and assumptions underlying teaching decisions, in an informed way. During the module we encourage teachers to critically explore literature linked to their individually selected topic and write reflective teaching notes. Re-reading such notes often increases awareness of patterns teaching and learning behaviour, which can ultimately reshape future practice. Creating a sense of a supportive, collaborative and trusting learning community is likely to benefit teachers who are exploring personal teaching experiences. However, it is acknowledged that creating such a community can be challenging in contexts where learning solely occurs within a VLE (Shea et al., 2006). Within this talk we will share practical examples of how we have redesigned the module, based on student feedback and our own reflection, to enhance a sense of learning community and scaffold teacher reflection more effectively within an on-line learning environment. References Farrell, T.S.C. (2013) Reflective Writing for Language Teachers, Sheffield, Equinox Publishing Shea, P, Sau Li,C. Pickett, A. (2006) A study of teaching presence and student sense of learning community in fully online and web-enhanced college courses. Internet and Higher Education [Online] 9 (2006) 175–190 available at http://www.sciencedirect.com.lcproxy.shu.ac.uk/science/journal/10967516 [Accessed 14

th October 2014]

Bio Helen Thompson and Karen Nicholls both work on the distance learning modules of the MEd TESOL (EAP) and PG Certificate in TEAP courses at Sheffield Hallam University.





Time 11.50-12.20

Room 9132

Presenter Steve Kirk

Title Consulting the OrAcLe: a tool for EAP teacher planning and practice

Abstract

In this talk I outline a simple, practical tool for EAP teacher planning and in-lesson decision making. This has emerged as a direct and practical response to observing less experienced practitioners enacting materials unfamiliar to them in the classroom. The tool requires teachers to take a less ‘linear' approach to session planning and can aid novice practitioners in distinguishing between TEFL and TEAP orientations to classroom practice. It encourages a focus that can additionally enable teachers to make more effective 'live' decisions when working with students, particularly when faced with unexpected questions or learner confusion.

Bio Steve is director of summer pre-sessional programmes and a senior teaching fellow at Durham University.




Time 11.50-12.20

Room 9025

Presenter Victoria Mann

Title International Students and Dyslexia Diagnosis: a case study

Abstract

International students who have dyslexia can find that they are disadvantaged through both the dyslexia and the experience of studying at a higher level in a second language. Equally, international students who have undiagnosed dyslexia will be unable to access the additional support that would enable them to reach their academic potential. This presentation will discuss the experience of a second language student with dyslexia and consider the impact of a diagnosis of dyslexia and the subsequent support made on the student’s progress. In terms of practical suggestions, it will outline the role that an EAP tutor can have in identifying dyslexia indicators and signposting support by comparing a dyslexic profile with an EAP profile. Finally, it will conclude with a review of classroom teaching strategies to support EAP students with dyslexia. References Archer, A. (2006). A multimodal approach to academic ‘literacies’: Problematising the visual/verbal divide. Language and Education, 20(6), 449-462. Armstrong, D., & Heathcote, V. (2003). Literature review of ESOL for learners with learning difficulties and/or disabilities. Mann, V. (2013) Dyslexia and international students: supporting international students with dyslexia in English for academic purposes. Inform. Vol 11: 9-11 Mann, V., and Wong,S. (2013). The Impact of a Dyslexia Diagnosis on a Second Language Student of Higher Education. ISEJ. Vol 1,2: 26-30 Schwarz, R. L. (2007). Addressing Potential Impediments to Learning with ESOL Students. WORLD, 21.

Bio Victoria Mann works in the English Language Teaching Centre at the University of Sheffield, specialising in specific learning difficulties. She has a particular interest in multiple literacy practices and SpLDs.




SESSION 3: 12.25-12.55

Time 12.25-12.55

Room 9128

Presenter Martin Seviour

Title Helping pre-sessional EAP teachers improve their feedback on student writing: training, mentoring and incentivising.

Abstract

Although the importance of feedback in developing writing skills is widely accepted (see, for example, Hyland and Hyland, 2006), there is relatively little guidance available in the literature on how teacher educators can help future and current teachers make qualitative improvement in the way they respond to student writing. One notable exception to this is Ferris (2003;2007)who suggests practical training sequences to improve written feedback but describes it as ‘an uphill battle’. This hill is particularly steep on pre-sessional courses since teachers typically come from a range of ELT backgrounds and therefore often have very different approaches to providing feedback. Also the pace and intensity of pre-sessional courses makes it difficult for teachers to find time to provide quality feedback. Even when teachers do manage to produce feedback, how can they be sure that students will engage with it and use it to reflect on and improve their writing? This presentation will outline an ongoing initiative to help teachers improve their written feedback which has involved:

providing benchmarks and exemplars for the content of written feedback

mentoring teachers in ‘real time’ as they draft their feedback

incentivising both teachers and students to invest time and effort in producing/ reflecting on feedback by the introduction of a ‘feedback viva’.

The views of the teachers involved in this initiative as well as those who mentored them will be considered. These perceptions will lead to a reflection on the benefits and drawbacks of adopting this approach to teacher development in pressurised pre-sessional environments.

Bio Martin Seviour is Programme Manager for Pre-sessional EAP at Nottingham Trent University. He has also worked in Uzbekistan, China, Finland, Mongolia and Sierra Leone as a teacher and teacher trainer.




Time 12.25-12.55

Room 9131

Presenters Holly Vass & Edwin Lloyd

Title Filling the EGAP: Can newly qualified CELTA teachers be groomed ‘on-the-job’ for EAP?

Abstract

In his plenary at the BALEAP conference in 2001, Mark Krzanowski asked whether Dip-qualified teachers were ready to teach EAP, concluding “not always!”, and emphasising the need for a post-Dip EAP training course. Since that time, the need for EAP teachers has continued to grow as numbers of international students coming to study in Britain have increased. A consequence of this has been the evolution of TEAP training courses, which more and more universities are now offering. However, when greater-than-expected numbers of international students are enrolled on EAP courses, extra teachers need to be found at short notice and there is insufficient time for those lacking EAP experience to complete a TEAP course (Alexander, 2012). This paper looks at what makes a competent EAP practitioner independent of years of experience and specific EAP training. It explores what skills and abilities the inexperienced or newly qualified teacher may With reference to the BALEAP Competency Framework for Teachers of EAP (BALEAP, 2008), it considers if newly qualified CELTA teachers can fill the gap – or at least the EGAP – when a shortage of teachers presents itself. Experiences of newly qualified teachers who found themselves in that position on a recent pre-sessional English course will shed light on what competencies help to make a successful EAP teacher, and what support new teachers may need.

Bio Elwyn Lloyd and Holly Vass are CELTA trainers and lecture on the BA English and TEFL course at Coventry University. Both have extensive experience teaching EAP on pre-sessional courses.


http://www.sciencedirect.com/science/article/pii/S1475158511000853#bib4



Time 12.25-12.55

Room 9132

Presenter Steven Peters

Title Teacher learning and teacher research: participant and researcher positions

Abstract

With an increase in the demand for research training for teachers (Winch, Oancea and Orchard, 2013), this EAP tutor and educational researcher explores how EAP tutors may learn through engagement in qualitative research. The paper relates this to findings in the presenter's previous research (Peters, 2009) that practitioners shape their learning through discursive positioning practices previously described by Davies and Harré (1990). A qualitative research design is presented that can be successfully implemented by tutors as researchers. It focuses on going beyond the classroom and suggests important reasons for doing so for practitioner learning. The original research used a series of semi-structured interviews as part of an exploratory case study (Yin, 2009) to investigate lecturers' shaping of reflective practices at an FE college in the South West of England. The resulting analyzable interaction sequences (Silverman, 2007) were then analyzed using an approach to discourse analysis (Potter and Wetherell, 1987; Alvesson and Sköldberg, 2009) developed during the project. It is suggested such a design offers engagement with research validity in an on-going manner. That is, the validity of the research can be increased through recursive stages of participant validation and data analysis (Peters, 2009). What is more, this can provide insights not initially visible to participants (ibid). Additionally, any research training needs to enable researchers to select methods and sites appropriate to the research questions, which may or may not require going beyond his or her own practice and classroom when the researcher is also a teacher. no ref

Bio Steven is a Somerset-based EAP tutor and educational researcher who has designed, delivered and developed post-graduate EAP and undergraduate linguistics courses in Higher Education in the UK and Ethiopia.



SESSION 4: 14.00-14.30

Time 14.00-14.30

Room 9135

Presenter Phil Martin

Title Teachers in transition: the path to EAP

Abstract

This presentation reports a small research project carried out on the changes in teacher identity experienced by practitioners who move into EAP from teaching general English as a foreign language. The project explored narratives from four EAP practitioners working at the University of East Anglia’s London campus (Martin, 2014). The research follows the observation that EAP is often discussed as forming a part of EFL (e.g. Jordan, 1996), when there can often be a stark contrast between classroom practices of the two fields. Similarly, TEFL initiation courses such as the CELTA are still seen by many institutions as being fundamental to EAP teaching practice despite the fact that there is a substantial shift in focus from a general English syllabus to that in an EAP context. In-depth interviews were carried out with EAP teachers, and their observations were noted regarding the skill set required to teach EAP effectively, and how they perceive their role in the classroom as having changed. Their views challenge the reliance on TEFL initiation qualifications in the field of EAP, and draw clear distinctions between the teaching role in TEFL and EAP contexts. The discussion provides guidance to TEFL practitioners looking to progress into EAP teaching, and for more established teachers to reflect on their own identity teaching within academia. References Jordan, R. R. (1996) English for academic purposes: a guide and resource book for teachers. Cambridge: CUP Martin, P. (2014) ‘Teachers in Transition: the road to EAP’, in Breen, P. (ed.) Cases on teacher identity, diversity and cognition in higher education. Hershey: IGI-Global

Bio Phil Martin runs the postgraduate EAP course at City University’s INTO London campus. He moved into EAP in 2011 after seven years in EFL teaching around the world.




Time 14.00-14.30

Room 9128

Presenter Deak Kirkham

Title Towards an expert-led model of teacher education

Abstract

Alexander (2010) notes the absence of structured CPD for EAP teachers. Moving from a critique of some standard contexts of practitioner development in EFL/EAP (‘bring-and-share’ seminars; round-table discussions of papers/concepts), this presentation argues that training is often marked by unwelcome features: lack of defined outcomes; unclear expectations; absence of obligatory uptake and feedback; absence of long-term structure/continuity; low levels of developmental potential in terms of content, failures which can lead to cynicism and decreased participation in training (Bunch 2007). Both the ADDIE instructional systems design model and Gagné’s nine events of instruction framework will be used to underscore the weaknesses such delivery methods exhibit from the perspective of theory. In an attempt to remedy some of these defects, ‘the practitioner-expert model’ (PEM) is introduced, a TT&D model based on an extensive questionnaire developed over time by the practitioner-expert on a particular domain of EFL/EAP practice and then used as a framework for training attendees. This approach will be exemplified with the presenter’s own PEM training session (and participant feedback upon it) on written corrective feedback and grammar acquisition (e.g. Truscott 1996). PEM is framed as a remedy to all defects noted in standard delivery techniques. As such, the materials adhere more closely to the ADDIE model and the delivery meets all the criteria of Gagne’s Nine Events of Instruction. Finally, a call is made to formal ise and institutionalise this format so as to provide a practice-driven framework for post-DELTA/Master’s TT&D. References Alexander, O. (2010) ‘The leap into TEAP: the role of the BALEAP competency framework in the professional development of new EAP teacher’ Paper presented at IATEFL ESP SIG, Ankara Turkey, 2010. Bunch, K. (2007) ‘Training failure as a consequence of organisational culture’ Human Resource Development Review 6(2), 142-163 Truscott, J. (1996) ‘The case against grammar correction in L2 writing classes’ Language Learning, 46, 327-369.

Bio Against the odds, Deak Kirkham retains his teenage fascination with language and language learning (with a strong Nick Ellis influence). His passion, however, is workplace democracy.


http://www.hss.nthu.edu.tw/~fl/faculty/John/Grammar%20Correction%20in%20L2%20Writing%20Class.pdf

http://www.hss.nthu.edu.tw/~fl/faculty/John/Grammar%20Correction%20in%20L2%20Writing%20Class.pdf



Time 14.00-15.05

Room 9006

Presenters Bee Bond & Clare Poulson

Title Mentoring, Cascading, Training or Transforming? The TEAP Competencies as a basis for CPD.

Abstract

The workshop will take a critical look at the purpose of the TEAP Competency Framework as a tool for CPD. It will consider where it fits within the various teacher education models, and highlight both some of the problems and some of the insights which could arise if the scheme is approached from differing angles & perspectives. Participants will be asked to evaluate various CPD activities & consider which teacher education model they fit into and how they could be used if working within the TEAP Competency Framework. We will then go on to consider different ways in which an institution can use the TEAP framework to enhance CPD; areas covered here will include in-house workshops & reading groups; classroom observations; encouraging practitioner-based research as well as induction programmes. References Allwright, D & Hanks, J (2009) The Developing Language Learner: An introduction to Exploratory Practice Palgrave Macmillan Hobson, A. & Malderez, A (2013) ‘Judgementoring & other threats to realizing the potential of school-based mentoring in teacher education’ International Journal of Mentoring & Coaching in Education Vol 2, No 2 Kennedy, A. (2005) ‘Models of Continuing Professional Development: a framework for analysis’ Journal of In-service Education, Vol 31, No.2 p235 – 250 O’Leary, M (2014) Classroom Observation: A guide to the effective observation of teaching & learning Routledge

Bio Bee Bond: Senior Teaching Fellow (HEA & BALEAP). EAP teacher & staff co-ordinator at the Language Centre, The University of Leeds Clare Poulson: Teaching Fellow. EAP Teacher & Director of Undergraduate Pre-sessional Course (summer)





Time 14.00-14.30

Room 9129

Presenters Mike Dibbol & Gary Hicks

Title HE Educator Preparation and Internationalisation: how can EAP inform best practice, a professional conversation

Abstract

This exploratory paper will contribute to key discussions in both English for Academic Purposes (EAP) and Higher Education (HE) Studies on the pedagogic dimensions of HE internationalisation, and the implications of this on both HE teaching-learning interactions and HE educator preparation and continuing professional development (CPD). Taking the Universities of Brighton and Sussex as case studies, this paper will review these institutions’ far-reaching strategic visions on internationalisation, beginning with their ‘broad’ definition of that term and concluding with an appreciation of the practical impacts of these policies of HE teaching and learning. It will then review the state-of-the-art in HE educator preparation, taking as its reference point the Higher Education Academy’s Professional Standards Framework for Teaching and Learning in HE (2014) and related documents, and examine how these are practically implemented in CPD programmes such as those institutions PGCertHEs. The paper will then pose the questions:

‘To what extent does contemporary HE educator CPD prepare faculty

members with the theoretical knowledge and practical necessary effectively

to facilitate learning in future highly internationalised HE contexts?’

‘In what ways can cutting edge EAP theory and practice in areas such as

communicative teaching, collaborative learning, cross-cultural

communication and trans-cultural awareness contribute positively to faculty

members’ effectiveness as facilitators of learning in highly internationalised

HE contacts?’

In order to answer this question, the researchers will facilitate an ‘interactive interview’ session in which faculty members, EAP practitioners and HE CPD practitioners brainstorm these questions in a collaborative and reflexive context in which the all those participating function as both researchers and research participants (Ellis, 2004: 64). The paper will present preliminary findings at conference, and conference feedback will contribute to the preparation of a peer-reviewed publication. References Ellis, C. (2004) The Ethnographic I: a methodological novel about autoethnography. Walnut Creek, CA: AltaMira. HEA. (2014) ‘UK Professional Standards Framework for Teaching and Learning in Higher Education’ [Available at: https://www.heacademy.ac.uk/professional-recognition/uk-professional-standards-framework-ukpsf] [Retrieved: 6

th October,

2014].

Bio Gary Hicks MA (MALT), MA (Applied Professional Research), Senior Lecturer, University of Brighton. Gary been involved in ELT for over 25 years. Now based in the UK, he has also worked in Sweden and Germany and Sudan. He is currently studying for a Professional Doctorate in Education, researching ‘rapport’, and I am joint course director for Presessional pathways courses at The University of Brighton. Dr. Mike Diboll FHEA, PhD, MA, PGCertHE, PGCE TESOL, BA (Hons), CTEFLA. Mike 22 years’ ELT experience in UK FE and HE and in the Middle East. 2002-11. He was a member of the Academic Council involved in the start-up of Bahrain Teachers College and Head of CPD there 2009-11. He is currently undertaking a second, autoethnographic doctorate at the University of Brighton, investigating issues of professional ethics and personal subjectivity in international higher education.


https://www.heacademy.ac.uk/professional-recognition/uk-professional-standards-framework-ukpsf

https://www.heacademy.ac.uk/professional-recognition/uk-professional-standards-framework-ukpsf




Time 14.00-14.30

Room 9131

Presenter Anthony Manning

Title Investigating EAP Teacher Assessment Literacy

Abstract

This paper investigates key aspects of Assessment Literacy amongst teachers of English for Academic Purposes (EAP). The enquiry which underpins this paper is driven by a keen objective to explore and enhance the professional practice of EAP teachers involved in the testing and assessment of EAP in the context of the admission of international students into institutions of higher education. The views of EAP teachers, on the topic of their own EAP testing and assessment practices, are examined through consideration of responses provided to a questionnaire and a series of interviews. The data for this paper is drawn from the presenter's own recent doctoral research findings. The views of key proponents of Assessment Literacy (Popham 2001, Price et al. 2012, Stiggins 1995, Taylor 2009) are discussed alongside a review of associated research in the fields of Education, Applied Linguistics and EAP. Other resources and mechanisms available for the enhancement of Assessment Literacy through formal training or in-service learning opportunities are also considered. Analysis and Discussion of the research findings described above will serve to identify key information relating to EAP teachers' views on their approach to EAP testing and assessment and the extent to which these assessment practices reflect the good practice advocated by related research. A synthesis of the main outcomes of the research which has been undertaken will then be provided along with a series of recommendations and suggestions regarding what possible action could be taken in order to sustain or enhance EAP teacher Assessment Literacy. References Popham, W. J. (2001). The truth about testing: an educator's call to action. Alexandria, Va. Association for Supervision and Curriculum Development. Price, M., Rust, C., O'Donovan, B., & Handley, K. (2012). Assessment Literacy: The foundation for improving student learning. Oxford: Oxford Brookes University. Stiggins, R. J. (1991). Assessment Literacy. The Phi Delta Kappan, 72(7), 534. Taylor, L. (2009). Developing Assessment Literacy. Annual review of Applied Linguistics, 29, 21-36

Bio Anthony Manning is Director of The Centre for English & World Languages at the University of Kent. Anthony is responsible for the management and delivery of a range of EAP courses, modules and programmes.




Time 14.00-15.05

Room 9132

Presenter Deborah Stevenson

Title Developing a coaching approach to teacher development in EAP

Abstract

An introduction to the key principles of coaching as an approach for teacher/professional development. Coaching will generally involve a structured 1:1 relationship, but can be encouraged at a team level as well. A coaching model differs considerably from giving feedback in that it is non-directive, making it a skill-set that usually needs to be acquired in teacher development, rather than being an instinctive way of being as a teacher/teaching manager. Through exploring practical examples of how to effectively establish a coaching relationship, and having workshop experience of role-playing as coach/coachee, the session will give attendees hands-on experience of the opportunities embedding a coaching approach offers to personal and professional development for individuals and teams in an EAP context. References Fletcher, S.J. & Mullen, C.A. (eds) (2012) SAGE Handbook of Coaching and Mentoring in Education SAGE Publications Ltd Knight, J. (2012) Coaching to improve teaching: using the instructional coaching model. In: van Nieurwerburgh, C. ed. Coaching in Education: Getting Better Results for Students, Educators and Parents Karnac Books pp93 – 114 van Nieurwerburgh, C. (2013) An Introduction to Coaching Skills: A Practical Guide London, SAGE Publications Ltd Whitmore, J. (1992) Coaching for Performance. London: Nicholas Brealey

Bio Deborah has been the Pre-sessional Programme Leader at Brunel University since 2007, and in the past 4 years has qualified with a Diploma, and then ILM Certificate Level 5, in Coaching.




SESSION 5: 14.35-15.05

Time 14.35-15.05

Room 9135

Presenters Zoe Gazerley-Eke & Sarah Butler

Title The path from EFL to EAP : Observations

Abstract

This presentation will look at the experiences of staff and learners at a new and rapidly expanding Pre-Sessional English (PSE) department at Coventry University. Coventry University has been awarded the title of ‘Modern University of the Year’ for the last two years by The Times and Sunday Times Good University Guide (2014; 2015), The University has also risen to 27th in the Guardian 2014 University league table – the highest of any modern University in the UK. Alongside this climb in the rankings, the University has witnessed sustained growth in the number of international students applying to study on its increasingly internationalised courses, resulting too in a rise of applicants requiring a period of pre-sessional English. The PSE department was established in 2012 as part of the Department of English and Languages to deliver pre-sessional English courses for September and January degree starts. This has necessitated a major recruitment drive to appoint the increased number of tutors required to lead on these courses. We will examine both experienced EAP teachers’ beliefs of the EAP context, and views of tutors new to EAP. We will explore the specific time pressures of delivery on an EAP course and investigate student and tutor needs. We will also discuss how EAP can be made more interactive by integrating techniques traditionally found in EFL into EAP.

Bio Zoe has taught English in Mexico, Russia, Japan, China, and Saudi Arabia. She currently teaches at Coventry University, where her research interests are in materials development and teacher education. Sarah has taught EAP and business English in the Middle East, Asia and Europe and currently works at Coventry University. She is interested in professional development and exploring best practice.

Contact Zoe Gazeley-Eke [email protected] Sarah Butler [email protected]




Time 14.35-15.05

Room 9128

Presenter Daniel Baines

Title Rethinking the role of reflection for language teachers in training: A multiple case study

Abstract

The concept of reflective thinking in teacher education is not a new one, dating back to Dewey’s work How we Think (1933) and its 1910 predecessor. However, despite being a key component in teacher training and development programmes around the world, there is still very little empirical evidence to support the efficacy of reflective practice and, if this is the case, how reflection aids development (Cornford 2002). This session will present the results of a recent case-study which followed six pre-service trainee teachers throughout their intensive training course. The study set out to investigate whether there was a relationship between teacher reflection and improved performance on training courses and to provide some insight into how capable novice teachers are of reflection-on-action (Schön 1983) and where their reflections tend to focus. The findings suggest that while reflection is an important part of training, we may need to rethink how reflection is utilised within this context and that much more research is needed is this area. Although this research was carried out on an intensive pre-service course, it is felt that these findings can provide useful insight to affect practice and inspire research in more diverse contexts. References Cornford, I. R. (2002) Reflective Teaching: empirical research findings and some implications for teacher education. Journal of Vocational Education and Training, vol. 54, no. 2, pp. 219-235 Dewey, J. (1933) How we think. Buffalo, NY: Prometheus Books Schön, D. A. (1983) The reflective practitioner: How professionals think in action (Vol. 5126). Basic Books

Bio Daniel Baines is a freelance teacher trainer specialising in pre-service teacher training and is academic director of TEFL Worldwide Prague. He recently completed his MA TESOL with Sheffield Hallam University.




Time 14.35-15.05

Room 9129

Presenter Daniela Panayotova

Title Confessions of a non-native teacher: Motivation, difficulties and contributions

Abstract

This paper was written in response to growing interest and research into the division, between native and non-native speaking teachers of English. It has been suggested that one group is more linguistically accomplished than the other to the extent of comparing their value in the classroom (Medgyes, 1991). The concept of a native English speaker has changed so much recently that some linguists claim that it no longer exists (Paikeday, 1985). I am focusing on ways in which the vast wealth of experience non-native speaking teachers of English can offer especially in terms of local cultural contexts (Llurda 2004) and ways to empathise with the students, may be used to improve teacher training courses for both groups of teachers – non-native speakers working in EFL, ESL or EAP/ESP and native speaking teachers of English working in foreign countries. Such improvement seems to be urgently needed especially in the context of preparation for international examinations for the purpose of University admission.

Bio EFL/EAP/ESP Teacher of over 20 years. Master’s Degree in English Philology. Taught in Bulgaria, UK and China. Presently at UNNC as EAP teacher and Continuing Professional Development Officer.



Time 14.35-15.05

Room 9131

Presenter Sofia di Giallonardo

Title Academic Identity and the EAP Teacher

Abstract

EAP teachers, both novice and experienced, are normally expected to facilitate students’ transition into the academy. However, many teachers in an EAP context have come to this role via traditional EFL teaching routes as opposed to more conventional academic routes such as post graduate research. While these teachers therefore find themselves working in a university context, they may not have this background, or may not be involved in academic research and publication. This may raise questions around status, roles and authenticity. Drawing from literature on academic identities (e.g. Clegg, 2008; Henkel, 2005), I explore the extent to which EAP teachers’ sense of identity and confidence in the classroom are affected by their relationship to the academy. Using case studies of teachers with a range of EAP experience situated within a university context, questions such as the following are discussed.

‘Do you feel connected to and engage with the university?’ ‘To what extent is engaging in academic research important to your sense of self (i.e your EAP professional self)?’ ‘In what ways do you engage in academic practice?’

I will then comment on implications for teacher induction and professional development. References Clegg, S. 2008. Academic identities under threat? British Educational Research

Journal no. 34 (3):329-345. Henkel, M. 2005. Academic identity and autonomy in a changing policy environment. Higher Education no. 49 (1-2):155-176.

Bio BEd (Art Education); MEd (TESOL); RSA Dip TESL FACE I have worked as an EFL teacher since 1985 in Perth (Australia), New York City and Glasgow. Currently at the EFL Unit at the University of Glasgow, my interests lie in teacher training; peer teaching, observation and feedback, and materials development.




PLENARY 2: 15.10-15.55

Time 15.10-15.55

Room Cantor Building, Room 9130

Presenter Olwyn Alexander

Title EAP Teacher Education in the twenty first century

Abstract

In this talk I will reflect on the way research has shaped my development as a teacher, noting the importance of adopting a critical perspective towards research findings and their application to classroom practice. I will suggest some limitations of research as it applies to practice and highlight the contrast between expert practitioner and researcher in order to explore the role of reflection in teacher development.

Bio Olwyn Alexander is the Director of Academic English at Heriot-Watt University and teaches EAP to students on applied science, engineering and management degrees. Her teaching specialisms are research methods and team-based working, EAP teacher development and teacher competencies, and discourse (text linguistic) approaches to teaching English. She has written extensively on EAP in journal articles and the best selling textbook on teaching EAP, EAP Essentials (with Sue argent & Jenifer Spencer). She was a reforming and highly respected Chair of BALEAP for three years and is currently BASC Chair.



PANEL DISCUSSION: 15.55-16.30

Time 15.55-16.30

Room Cantor Building, Room 9130

Panelists Sue Argent Edward de Chazal Lewis Lansford

Title The role of teacher's books in EAP teacher education


International Study and Language Institute

BALEAP PIM

READING AT READING 14th March 2015

A BALEAP PIM is to be held at the International Study & Language Institute at the University of Reading on Saturday, 14th March Reflections on Reading: teaching, learning and testing

It can be argued that many students joining academic programmes at university level will spend more time reading than on any other academic activity. Do our EAP programmes provide sufficient support for our students to cope with the demands of heavy reading loads and do we assess their progress in reading effectively enough? Papers will be especially welcome in the following areas:

Approaches to on-screen reading: teaching, testing and learning

The impact of on-screen reading compared to paper-based reading

Text selection for teaching and testing in the areas of genre, length, content, level etc.

The teaching and testing of close, expeditious and extensive reading

The topic-based approach to teaching and/or learning reading

Approaches to reading into writing

Reading as a model for effective writing

Reading to learn or learning to read?

The reading needs of international students on HE programmes

Do good readers make good writers and good language learners? This will be the 60th BALEAP Professional Interest Meeting. Please join us to celebrate the occasion which also coincides with the

40th anniversary of the foundation of ISLI (formerly known as CALS)


What is EAP grammar?

A BALEAP Professional Issues Meeting

University of St Andrews

Saturday, 20th

June 2015

Call for proposals of 250 - 300 words on all areas of grammar in EAP

Send proposals to Kerry Tavakoli [email protected]

Implicit or explicit teaching – how does it fit?

Grammar and reading/listening skills

Accuracy and clarity – how do they relate?

Grammar and academics

Corrective feedback –

grammar teaching in reverse?

Drafting and redrafting

E-grammar

Grammar and vocabulary

Deadline for proposals: 8th May 2015.

Confirmation of proposal acceptance by 15th May 2015

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