EBL 4 EAP
description
Transcript of EBL 4 EAP
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EBL4EAP
SteveKirk
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Lit.Rev.
MFL
EBL
EAP?
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EAP:
Context
Content
Values/Priorities
(disc.)
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EAP Context
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EAP Content
Academic ConceptsResearch Question; Thesis; Research SpaceSynthesis of arguments from academic sourcesCitation & ReferencingAvoiding Plagiarism
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EAP Content
Language & Structuring for Academic LiteracyCommon academic genres = abstract; literature review; problem-solution text; empirical research report; case reportThe ‘Vocabulary Shift’NominalisationHedging
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EAP Content
Basic Research SkillsUsing the libraryUsing e-journals/databasesNotetaking skills; MindmappingBibliography building
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EAP Content
Cultural Expectations of UK HE(95% PS Students: Non-European…)Questioning of ‘authorities’ (lecturers; reading)…i.e. Taking a Critical Stance
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EAP Values/Priorities
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EAP Values/Priorities
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Bloo
m’s
Tax
onom
y
Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation
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EBL in EAP
constructivist view of learning
deeper learning (Bloom)
autonomy (through interdependence)
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EBL in EAP
emergence of (critical) voice
discovery learningself/peer-assessment
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EBL in EAP
T : facilitator /manager of learning
empowering learners:lang-as-choice
process views of writing, learning , development
Valuing the I’m-writing over the I’ve-written (Cioffi 2005)
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EBL in EAP
group learning
pyramided discussions
collaborative problem solving
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EBL in EAP
= essential: learning is doing
(some bitter experience…)
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EBL in EAP
cultural capital= essential:
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EBL in EAP
cultural need
mug&jug marketplace
(lecturers give; teachers get)
(languages are learned, not taught)
= essential:
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The Literature Review
the what
the why
the how
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the what
(L.R.)
plagiarism
loop input: process=product
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the why
(L.R.)
transferable skills
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the how
(L.R.)
(handout)
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teacher-led content
learner-led content
learner-led process
teacher-led process
PlagiarismLecture
Discipline-Specific Literature Review
Experience of E
BL
processes?
Scaffolded Lit. Rev.
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= EBL?
you decide
(disc.?)
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LR: Emergent Value
transferable (research/academic) skillscritical reading (deep/’vertical’)summary writing (extracting the essential)referencing/citatione-catalogue searches (‘power browsing’/’horiz.’)synthesising arg’s from multiple sourcestaking a personal-yet-academic stance: voice
(thesis / research niche)
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MFL?
NSs: the cut&paste generation (?)
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MFL?
horizontal ‘power browsing’ for informationlack of evaluation of sources (for reliability)lack of analysis & criticalityfears of failure fear of risk takingconsequence (?): plagiarism
‘Getting by with Google’1
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MFL?
genre-oriented approach for
MFL academic literacy
business texts
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MFL?
genre-oriented approach for
MFL academic literacy
journalistic texts
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MFL?
genre-oriented approach for
MFL academic literacy
narrative texts
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MFL?
genre-oriented approach for
MFL academic literacy
academic texts
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so,
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EAP4MFL4EBL
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Lit.Rev.
MFL
EBL
EAP?
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Lit.Rev.
MFL
EBL
MFL?
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EAP
MFL
EBL
MFL?
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EAP
W
EBL
MFL R
S
context/culture-appropriate
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Refe
renc
es• Slide 9: Ballard, B. and Clanchy, J. (1984) Study Abroad:
A Manual for Asian Students. Malaysia: Longman. In Jordan, R. (1997) English for Academic Purposes. Cambridge: Cambridge University Press. p.96
• Slide 11: Bloom’s Taxonomy: adapted from Bloom, B.S. (ed.) (1956) Taxonomy of Educational Objectives: The Classification of Educational Goals: Handbook I, Cognitive Domain. London: Longmans.
• Slide 23: Adapted from McMorrow, J.M. (2008) PCL in the Larger Curriculum: Enquiry-Based Learning in Humanities at Manchester http://www.campus.manchester.ac.uk/ceebl/resources/casestudies/
• Slide 27: 1 University College London (UCL) CIBER Group. (2008). Information Behaviour of the Researcher of the Future (CIBER Briefing paper; 9). London
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EAP4EBL4EAP
thank you
Qs?