Reflective analysis: Professional practice and performance, in a second-language medium...

Reflective analysis: Professional practice and performance,

in a second-language medium teaching-learning experience

Session One: Insights from the EAP routeSession Two: Professional performance

Tony Corballis, B.Com, Dip.Tesol, MAEAP teacher and lecturer at University of London SOASConsultant and Coach at Corballis Communication Ltd.

The L2 Context: Globish in HE• Global recruitment of NNS lecturers• Recent 4-fold rise in number of English-medium degrees in EU (Andy Kirkpatrick 2011)

• Globish majority, cf. 5-times more Chinese users of English than UK citizens (Economist 1.9.11)

• Locating of campuses globally: intensity of global HE competition• Falling demand for Anglo-based HE, reversing 30-year trend (HCFCE 2.4.14)

• Blurred linguistic boundaries among students• Globalization and lingua franca practicalities

• Students and lecturers entering and participating in academic discourse in English

The L2 Context: Globish in HE

Formal pathwa

ys

“Jumping in at

the deep end”

EducationESAP

EAP Academia

ELT

Training within

industry

Industry practice

EFL

What is EAP?

EAP(& ESAP)

Develop relevant

study skills

English language

development

Recognise and reproduce academic discourse

Lexis,register,

style,grammar,

punctuation, function.

Referencing,particular

cohesion/flow,idea development,

etc.

Social process and participants: You, reader,

and academic voices in the discourse community

Essay as ‘genre’: purpose and functions, format and

accessibility

Information clarity and completeness, cohesion

and flow

Style: formality and seriousness.

‘Postured’ objectivity

Language, grammar, sentence syntax,

referencing conventions, and

punctuation

Academic discourse: genre • Essays • Reports, problem-solution reports, case studies• Research reports and dissertations - and their parts• ESAP: legal, scientific, engineering, medical writing• Reflective writing• (Academic textbook chapters)• (Journal articles)• (Technical/specific journalism)• Seminars, (lectures)

Academic discourse: What texts have in common

• Drawing between practicaltheoretical• Evidence-based (supported) claims • Criticality: ideas not just explained, but examined & contested• Style is dry (neutral and objective) BUT…• Academic voice and referencing • Concepts/theories central to ‘discussion’ (social process)• Writers and readers form ‘discourse communities’• Protocols for being collegial/adversarial, e.g. hedging

Typical EAP approach

Model: notice

Deconstruct: Analysis

[Controlled production]Reconstruct

Presentation & reflection

Example of target genre shownSocial purposes discussed (& likely knowledge constructed)

Stages analysed Given functional names, & language features

Guided manipulation of target genre (exercises, shared activity)

Students research & write own genre sample. Teacher conferencing

Presented or shared,Features and own results reflected on

Move from a product approach towards a process approach:

Focus on ‘journey’, regular informal feedback, peer/teacher collaboration.

Typical EAP approach: Levels

Ability and level determines depth and approachExamples at lower level Examples at medium level Examples at higher level

Sentence completion Unity of idea: paragraphing Synthesis of theories and/or practice

Gap-filling Idea development Quality logic, deduction

Basic info transfer Using sources by referencing Argumentation using counter-argument

‘Word attack’ as lexical strategy

Formatting conventions Degrees of analysis

Syntax building blocks More advanced syntax Degrees of critical thinking

EAP(& ESAP)

Develop relevant

study skills

English language

development


Study Skills for HE

• Managing information: filing, access• Research skills and information literacy• Using sources and referencing• Reading skills: global/extensive reading• Reading skills: critical reading• Note-taking skills• Listening skills: performance, active• Leveraging communicative need:

study groups• Revision techniques• Metacognition: reflection, self awareness

• Autonomy and responsibility• Motivation: scheduling, prioritising• Synthesizing, summarising, paraphrasing• Evaluating, using evidence, arguing• Paradigm. Balancing theory and practice• Critical thinking: challenging assumptions• Leading seminars• Peer collaboration

Study Skills for HE: Typically taught in lower EAP


study groups• Revision techniques• Metacognition: reflection, self awareness


Study Skills for HE: Typically taught in higher EAP


study groups • Revision techniques• Metacognition: reflection, self awareness


Skills and Typical EAP Curriculum Design

Listening Speaking Reading Writing

Skills and Typical EAP Curriculum Design

Listening Reading WritingSp

eakin

g

Spea

king

Spea

king

Spea

king

EAP(& ESAP)

Develop relevant

study skills

English language

development


English Language Development for EAP: Writing style and register

• Concise, precise, ‘objective’, serious, formal

• Nouns vs verbs (nominalising)• Abstract nouns• De-personalising (passives, pronoun use)• Precision (semantics and lexical choice)• Caution (modal verbs and adverbials)• Distance (passives and reported speech)

This article’s objective is to present the Labour party’s thinking on the land question. It will examine the changing nature of land-related policies brought forward by Labour during the inter-war period and indicate the different, and indeed contradictory, policy positions adopted by the party. It presents an outline of Labour’s political economy of the land question and shows how, in the inter-war years, changes the party’s view of agriculture led to the development of land policies based on control of land use rather than on nationalization. This, it will be argued, provides the vital background to understanding the decision of the Attlee governments not to nationalize land.

This article will attempt to present what the Labour party thought on the land question. It will examine how Labour’s policies regarding land changed between 1918 and 1939 and indicate the different, and indeed contradictory, policy positions adopted by the party. It presents what Labour’s political economy of the land question was like and shows how, in the inter-war years, changes in the way the party viewed agriculture led to developing land policies based on controlling the use of land instead of nationalizing it. This, I believe, will provide us with vital background to understanding why the Attlee governments decided not to nationalize land.

“It’s been really dodgy this year how much the bloody government has cut what they give to research in education and I reckon it’s time we got into gear and took up the battle.”

“There has been less research in education this year due to the fact that there is a drop in public funding for it and I feel that we should take action over this.” (33 words)

“A regrettable decrease in public funding has meant less educational research this year.” (13 words)

The findings are conceivably in line with Shackleton’s framework (2003) and it appears that we are able to generalise a …

There is a tendency for the species to ..

It is widely believed that …The allegation made by the popular scientific press may be that …

Kline and Hays claim a causal link between …

English Language Development for EAP: Written grammar and punctuation

• Syntax: building blocks of sentences• Relative clauses (e.g. for defining)• Punctuation in syntax• Punctuation and conventions for referencing• Reporting and reporting verbs

• BUT mostly lexical, absorbing ‘chunks’ of meaning

• Heat is a form of energy, which can be transmitted through solid and liquid media by conduction. • Heat is a form of energy, transmitted through solid and liquid media by

conduction. • Heat is a form of transmitted energy… • The native inhabitants of Alaska, who had migrated across the land bridge

from Asia, can be considered distant cousins of modern Asians.• The native inhabitants of Alaska, having migrated across the land bridge

from Asia, can be considered distant cousins of modern Asians.• The native inhabitants of Alaska, originally Asian land-bridge migrants, can be

considered distant cousins of modern Asians.

English Language Development for EAP: Function

Typical lexico-grammar associated with:• Introduction orientations• Thesis statements and outlines• Summaries and conclusions• Arguments and refutations of counter-arguments• Counter-arguments• Literature reviews• Reporting data• Speculation, hypothesizing• Recommending

So, with all this in mind, what can a non-EAP trained academic do?

Open-door migration policy is the best option for an ageing European population.’ Discuss.

Over recent decades, European countries have witnessed a growing divide between the young and old in their populations. While the elderly steadily increase in proportion, the young continue to be on the decline. This raises immediate concern of a deficiency in European labour supply. It threatens Europe’s future position as an economically productive and competitive continent in the global world economy. The liberal press often suggest formulating an open-door immigration policy to ensure a secure stream of labour supply, for a future robustness of Europe. Critics are quick to respond however that such an approach may be potentially corrosive to European cultural identity in the short-term and fail to appease labour market demands regardless, as migrant communities integrate and mature and refuse menial work, in the long-term. This essay will examine the impact of an ageing population on Europe and suggest options worth considering to deal with this challenge. It will also assert that while an open-door immigration policy may appear enticing for states in dire need of taxpaying human-power, it might end up being simply a temporary fix with side effects that distort the enlightenment-based social fabric and political climate in the European Union.

MODELS!

The risks to the health of national economies and practical labour market concerns have illustrated the need to protect and extend intellectual property rights. Industry scenarios and future projections clearly demonstrate this. This reflects deeper ethical issues regarding the safeguarding and maintaining of incentives for artistic expression and artists’ rights to revenues. Extending intellectual property legislation should be prioritised across all forms of broadcasting. In line with the Burke report (2011), this will be a particularly exciting area of industry as the world continues to expand into new media.

Example

MODELS!

Various researchers across a range of academic disciplines have discerned a rise of supra-territoriality in contemporary history without using that precise word. Already at mid-century, for example, the philosopher Martin Heidegger proclaimed the advent of ‘distancelessness’ and an ‘abolition of every possibility of remoteness’ (1950: 165). Forty years later the geographer David Harvey described ‘processes that so revolutionize the objective qualities of space and time that we are forced to alter, sometimes in quite radical ways, how we represent the world to ourselves’ (1989: 240). The sociologist Manuel Castells has distinguished ‘a network society’ in which a new ‘space of flows’ exists alongside the old ‘space of places’ (1989: 348; 1996). In the field of International Relations, John Ruggie has written of a ‘nonterritorial region’ in contemporary world affairs (1993:172).

MODELS!

Polyploidy is a prominent process in plants and significant in the evolutionary history of vertebrates and other eukaryotes. In plants, interdisciplinary approaches combining phylogenetic and molecular genetic perspectives have enhanced our awareness of the myriad genetic interactions made possible by polyploidy. Here, processes and mechanisms of gene and genome evolution in polyploids are reviewed. Genes duplicated by polyploidy may retain their original or similar function, undergo diversification in protein function or regulation, or one copy may become silenced through mutational or epigenetic means. Duplicated genes also might interact through inter-locus recombination, gene conversion, or concerted evolution. Recent experiments appear to have illuminated important processes in polyploids that operate above the organizational level of duplicated genes. These include inter-genomic chromosomal exchanges, saltational, non-Mendelian genomic evolution in nascent polyploids, inter-genomic invasion, and cytonuclear stabilization. Notwithstanding many recent insights, much remains to be learned about many aspects of polyploid evolution, including: the role of transposable elements in structural and regulatory gene evolution; processes and significance of epigenetic silencing; underlying controls of chromosome pairing; mechanisms and functional significance of rapid genome changes; cytonuclear accommodation; and coordination of regulatory factors contributed by two, sometimes divergent progenitor genomes. Continued application of molecular genetic approaches to questions of polyploid genome evolution holds promise for producing lasting insight into processes by which novel genotypes are generated and ultimately into how polyploidy facilitates evolution and adaptation.

MODELS!

So, with all this in mind, what can a non-EAP trained academic do?

Reflective analysis: Professional practice and performance,

in a second-language medium teaching-learning experience

Session One: Insights from the EAP routeSession Two: Professional performance

Tony Corballis, B.Com, Dip.Tesol, MAEAP teacher and lecturer at University of London SOASConsultant and Coach at Corballis Communication Ltd.

[email protected], [email protected]

Thank you for

your attention

Reflective analysis: Professional practice and performance, in a second-language medium...

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