BALEAP Presentations and Papers Archive
Conference 2015. University of Leicester.
EAP in a rapidly changing landscape: issues, challenges and solutions.
There have been a vast array of changes in recent years including visa issues, growth of public/private provision, distance learning and in-country provision that have affected why, how, what, where, when, and by/to whom EAP is delivered.
The 2015 BALEAP conference was an opportunity to reflect on these changes, to assess where the sector is - and where it should be going - in order to maintain the highest standards possible.
Plenary Videos
Videos of plenaries can be viewed here: plenary videos
Videos of talks
A selection of talks were video-recorded, and are available on the Leicester University conference website. View videos.
Photo Gallery
View photos of the event on the conference website. (View photos).
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Exploring Arabic speakers’ perceptions of EAP reading: Cross-linguistic effects on processing and strategy use
Anne Kavanagh, University of Nottingham
Abstract
Characteristically heavy reading loads in higher education often prove challenging for Arabic L1 students. Based on an exploratory study of six students’ experiences of reading Arabic and English texts, I focus specifically on reported perceptions of text difficulty and strategy use, and real time interactions with English texts during in depth interviews. Cross linguistic interference is manifested in over reliance on context, and ‘vowel blindness’.
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From isolation to integration: Academic Language and Literacy for all
Maxine Gillway, University of Bristol
Abstract
One widely recognised challenge is that of integrating international students into the life of the university. This can begin with a change in the role of the EAP tutor from someone who fixes the problem of international students’ English to someone who raises awareness of academic language and literacy for all members of the institution. Hear our experience of this transformation.
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From Beowulf to BALEAP: using literary analysis strategies in an EAP classroom
Olga Burakov, University of Lincoln
Abstract
This paper considers the similarities between encountering literary texts in which meaning is generated in a way that might be unfamiliar to a non-expert reader and the international students’ experience of reading academic texts in English. The talk also focuses on evaluating such literary strategies as close reading, structural and
figurative language analysis to consider how these might be transferred to an EAP classroom. -
Cognitive Theory and Task-based Competence
Dina Awad, University of Leicester
Abstract
This presentation reports the findings of a practice-based research investigating cognitive elements in production by examining accuracy and error rates in L2 article use. Results indicate that the performance of one proficiency-level group varied significantly across three tasks because of different knowledge types and processing demands.
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Elephants in the Design Studio
Deborah Cobbett, University of Sheffield
Abstract
Sheffield architecture students and lecturers discussed barriers to communication and peer-learning among staff and students from different countries. They created resources to open up student-teacher debates on concerns that too often remain unspoken (such as participation, silence, target groups, friendship, and trust). These resources were used in language support to enable students to develop confidence and tackle communication
barriers. -
From JEAP to TEAP: the case of student report writing
Sheena Gardner, Coventry University
Abstract
Many articles in the Journal of EAP (JEAP) comprise descriptions of academic English that conclude with suggestions that they should be useful for Teaching EAP. This paper provides an analysis of macrostructures, genres, registers and lexicogrammar found in undergraduate student experimental reports. It then invites discussion on how these could be applied in EAP and specifically in developing EAP teachers.
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Writing for Business courses: A genre and corpus based investigation
James Henry, Coventry University
Abstract
Preparing for professional practice has been identified (Nesi & Gardner 2012) as an important genre of writing in particular disciplines such as Engineering or Business. Using a framework inspired by research into genre and SFL, this paper will analyse some of the main features of Business assignments, focusing on the features of register and audience. Corpus tools will analyse student responses and different approaches to the tasks.
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Getting Discipline-Specific in the EGAP Classroom
Jennifer MacDonald, Dalhousie University, Canada
Abstract
Despite the popularity of English for Specific Academic Purposes courses, many EAP teaching contexts are English for General Academic Purposes (EGAP). This workshop will help instructors bridge this gap through practical ideas for resources and activities for the EGAP classroom that allow students to delve into the genres, vocabulary and literacies of their specific domains of study.
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How representative are EAP listening books of real lectures? 17 April
Katrien Deroey, Université du Luxembourg
Abstract
EAP listening books rarely draw on corpora, although large lecture corpora are freely available and the body of research on lecture discourse is growing. This raises the question whether such materials adequately prepare students for real lectures. I illustrate the gap between authentic lecture discourse and listening materials by comparing the treatment of importance markers with their realisation in the BASE lecture corpus.
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Material Mixology: Blending commercial, in - house and online materials
Peter Levrai & Averil Bolster, University of Macau
Abstract
This presentation will discuss the development of an EAP course in University of Macau, from conception to first use feedback. It will consider the drivers of curricular change, the review of commercially available materials and the development of in-house reading & writing material around a commercially available listening & note-making book, supported by a Moodle template course.
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What’s on your Mind? Social Networking for EAP Students
Tim Leigh, University of Bolton
Abstract
Moving to a new country for higher education poses not only language challenges but also lifestyle changes. This talk focuses on the findings of a study which integrated the social networking site ‘Edmodo’ into a British university Pre-Sessional EAP language programme to identify whether such a platform could help students integrate into living and studying in a new country.
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The E(A)P of Spelling
Bee Bond, University of Leeds
Abstract
‘Why don’t learners learn what teachers teach?’ (Allwright, 1984). How often do we ask this of our learners? Drawing on literature around practitioner research, in particular Exploratory Practice (Allwright & Hanks), as well as learner autonomy & empowerment (Benson; Benesch) this presentation shows how co-researching issues around L1 (Arabic) transfer in terms of spelling difficulty led to deeper development of EAP skills for both learners and teacher.
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Getting them on board – online discussions using Canvas
Jane Sjoberg, Birmingham International Academy, University of Birmingham
Abstract
Online discussion boards can facilitate interaction and collaboration (Moreno, 2011) but require careful scaffolding to engage students and promote independent learning strategies. This workshop presents different ways of exploiting discussion boards both to encourage critical analysis and as a stepping stone to effective peer review of written work. Participants will be invited to try out some discussion activities during and after the workshop.
Slides
| Notes | ARP Rationale Example Focus and Feedback [MP4] | Spoken Contribution [MP4] | Task Design [MP4]
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Dynamic, collaborative and real - time: Using Google Drive for co llaboration in academic writing
Dustin Hosseini, Coventry University
Abstract
This workshop presents Google Drive through practice as a diverse tool that efficiently facilitates the learning/teaching processes by allowing multiple users to author, collaborate, edit and share a variety of written works from virtually any time or place convenient to them while developing key graduate attributes. It can also be used gather feedback or data on students’ progress in learning.
Slides [Google Drive]
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Insights into the rapidly changing landscape: the public - private partnership experience
Bob Gilmour, INTO Oregon State University
Abstract
INTO Oregon State University is a public-private partnership. With 1,520 students and 150+ staff, it is one of the largest intensive English programs in the U.S..
This discussion-based workshop addressed the following conference sub-themes:- Contributing to an institutional strategy on enhancing the international student experience
- Balancing quality and quantity
- Meeting the needs of the international student
- The role of the private sectorn students’ progress in learning.Slides [Prezi]
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After EAP courses, what next? Students’ independent use of corpora
Maggie Charles, Oxford University Language Centre
Abstract
This presentation reports on students’ use of corpora one year after they took a 6-week corpus course. Five years of survey data from 144 international students show that 63% continued to consult their corpus for help with
academic writing. I discuss further evidence of long-term corpus use and argue that corpora provide a valuable resource to support students’ independent learning. -
A newbie’s attempt to develop subject specific materials using core texts and assignments
Nicholas Northall, University of Sheffield
Abstract
This talk describes an attempt to develop relevant and useful material for a class of postgraduate (Taught Masters) Geography students by an EAP tutor moving into a subject specific department for the first time. By emphasizing
departmental cooperation, I want to present some of the materials designed, focus on feedback received from the students, and reflect on the experience. -
Becoming Metacognitive Teachers: Think-aloud while Teaching
Maggie Heeney, Renison University College
Abstract
This presentation discusses training teachers to model strategies through think-aloud in order to activate student metacognition. Based on a Canadian EAP study in a university writing class, teacher observations of direct strategy training with explicit teacher talk revealed a positive influence on learner development. Suggestions on how to train current and future instructors to teach metacognitively are discussed.
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The literature review An integrated EAP/discipline assessment
Simon Smith and Christopher Smith, Coventry University
Abstract
A group of International Engineering Management students wrote a literature review as an EAP assignment. As well as receiving an EAP grade, students were given written comments which they could use to improve their work and resubmit an expanded review as part of their dissertation. Submissions were compared, and participants interviewed, showing how the feedback was actually used by students