In at the Shallow End: Supporting Students of the Graduate

Diploma in Business and English

Chris LyneJohn Bowden

Faculty of Organisation and Management

Graduate Diploma in Business and English

Pre-Masters Diploma First intake January 2004 Approximately 40 students per year Vast majority from China and Taiwan (only 5

students in 3 years from other countries) Linguistic and cultural implications of

essentially monolingual / mono-cultural groups

Teaching and Assessment Pattern

Teaching takes place from January to end of July

"Semester 1" to mid-April "Semester 2" mid-April to end of July

Modules Semester 1

General English (delivered by TESOL staff) Business Skills in Context 1 Strategic Management

Modules Semester 2

Business Skills in Context 2 Global Governance International Strategic Operations International Financial Management Marketing

Business Skills in Context

Designed as a "hybrid" module Applied English, tailored to topics covered in

Business modules Exploits e.g. case studies from other

modules for language extension work Aims to ease students' introduction to

patterns of study, teaching and learning at HE level in the UK

Assessments: Business Skills

100 % coursework 3 assignments per semester Test 4 skills of reading, writing, speaking and

listening Written summaries Report based on an appropriate Business topic Business presentation on a topic decided in

consultation with the module tutor

Differences between Teaching and Learning Styles in the UK and China

UK China Group work Individual work Formative Summative

assessments assessment (exam) Emphasis on Emphasis on learning

critical opinions "correct" answer Analytical skills Rote learning Tutor is "equal" Tutor is "expert authority"

Students are faced with multiple challenges:

English language Culture shock Group work Continuous coursework assessment Concept of "no right or wrong answer" Relationship to tutor Concept of failure – progression not automatic

The "Four Ears" model Friedemann Schulz von Thun, 1981

The Four Ears

The fact aspect – information content of the message

The relationship aspect: clues to indicate orinfluence the relationship between the sender and the receiver of the message

The self-disclosure aspect: The sender

reveals something about him/herself

The appeal aspect: The message aims toaffect the receiver's behaviour

An Example of the Four Ears

The boss says to his secretary: "Miss Smith, the printer is out of paper"

Ears One and Two

Factual Aspect:

"The printer is out of paper"

Relationship Aspect:

"I'm the boss, it's not my job to make sure the printer has got paper in it"

Ears Three and Four

Self-disclosure Aspect:

"I'm displeased because I wanted to print something out and couldn't"

Appeal Aspect:

"Please re-fill the printer at once"

An Academic Example

The lecturer tells the group: "Please read the case study about Kutprice Supermarkets and we'll discuss it in the next lesson"

What the tutor means and what the student may hear

Tutor says: Student hears:

Factual Aspect

Read the case study Read (and memorize)

the case study

Relationship Aspect

Tutor Student

We will discuss I am the teacher, so I the case study and will tell you the

exchange ideas – right answers

I am interested in

your opinions

Self-disclosure Aspect

Tutor Student

I will be happy if you I do not want

come up with some to hear your ideas interesting ideas, I will tell you the arguments and opinions. right answers.

I want to hear your opinions. You must learn the correct answer.

Appeal Aspect

Tutor Student Please use the Please learn the facts

analytical tools I of the case study and

have given you wait for me to tell you

to come up with how to interpret them.

some good ideas of

your own.

Problems faced by students

Relatively low level of English (IELTS 4.5 +)

Presented with lengthy case-studies which they are expected to discuss in business seminars (12 pages long!)

Language used in the case-studies often contains idioms, metaphors and culture bound allusions, e.g. 'Pretty in Brown'

Learning activities

Course book "Market Leader"– written & reading comprehension skills in

business context plus oral activities.

Video and audio material: – semi-authentic (accompanying the course book)– authentic, e.g. Trouble Shooters, Dragon's Den,

BBC website

Learning activities (cont)

Preparation of case-studies used in the business modules:– worksheets designed to aid comprehension,

vocabulary acquisition & written skills.

– on-line activities with feedback: independent study to consolidate or prepare for work done in seminars.

http://my.shu.ac.uk/webapps/portal/frameset.jsp

Future developments

to develop the on-line materials– build in more on-line feedback so students can

work independently– exploit company websites for language learning– use audio and video links with questions – help with study skills– assist with cultural integration