Exploring pedagogical approaches in EAP teaching – Proceedings of the 2021 BALEAP Conference (eBook 319666)

Brian R. Morrison, Carole MacDiarmid, Anneli Williams and Ide Haghi

£10.00

ISBN: 9781782609384

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BALEAP is the global forum for English for Academic Purposes (EAP) professionals and supports the professional development of those involved in learning, teaching, scholarship and research in EAP. This volume contains a selection of papers from the Biennial BALEAP Conference held at the University of Glasgow in April 2021. The theme of the conference, Exploring pedagogical approaches in EAP teaching, originated from discussions about the contextual and temporal nature of teaching EAP and questions raised. Glasgow 2021 provided a forum to further explore these pedagogies in different contexts, at different levels, face-to-face and online and for EAP teacher development. These papers represent the vibrancy and diversity of scholarship and research across the globe and demonstrate the commitment of EAP practitioners to their profession, their students and to developing the knowledge base underpinning the complex roles and activities that practitioners undertake.


Format: eBook

Contents

What do considerations of pedagogy tell us about the profession and the practitioner?
Alex Ding and Bee Bond

Going beyond course evaluations: Incremental steps to building comprehensive quality enhancement at module level
Vicky Collins and Sarah Mattin

International student coping strategies to inform pedagogical approaches in EAP
Micky Ross

Developing quality assurance benchmarks and professional development schemes for EAP education in Japan
Yuka Iijima, Sayako Maswana, Hironori Watari, Hiroshi Yamada, Sachi Takahashi and Toshiyuki Kanamaru

Brazilian researchers and publishing practices: When and how does EAP learning happen?
Malyina Kazue Ono Leal

Cross-institutional collaborative autoethnography (CAE) as an inclusive and flexible way of researching EAP pedagogies and practice
Ania Rolinska, Clare Carr, Clare Maxwell and Jennifer Sizer

The impact of Covid-19 on the UK EAP sector from March to September 2020: An examination of how organisations delivering EAP were affected and responded
Emma Bruce and Heléna Stakounis

One giant leap into an online pre-sessional
Debra Jones and Hazel Newton

The use of an assessed asynchronous online discussion forum to help foster deep learning
Fiona Nimmo

An innovative approach to EAP learning: Student reflective writing practice via a web-based app
Ruth Bowles, Moisés Camargo-Cano, Sumedh Nimkar and Simon Williams

Designing and managing an online, personalised research writing course for postgraduates
Jennifer Skipp and Katrien L. B. Deroey

L2 supervisors as literacy brokers: The focus of their written feedback on L2 postgraduate students’ manuscripts for publications in English
Oluwatosin Mariam Junaid

‘More meaningful and better paced’: Insights from three years’ online teaching of Syrian academics in exile
Maggie Charles, Karin Whiteside and Michael Jenkins

ESAP–in–EGAP: Implementing Sydney School Genre Pedagogy (SSGP) in Gulf HE
Tony Myers and Jaime Buchanan

Evaluating an embedded model of academic literacy support: A can-do approach
Fiona Willans

Integrating students’ hobbies and interests as an innovative approach to EAP teaching
Shaimaa El Naggar and Jake Groves

Intercultural rhetoric in the writing classroom: A comparison of health science research articles in American English and Brazilian Portuguese
José Belém de Oliveira Neto

Teaching critical thinking at master’s level: Where do EAP courses fit in?
Andrew G. Drybrough

Exploring critical thinking barriers: The role of EAP in fostering skills, dispositions and criticality
Kathryn Aston

Challenges and opportunities in EAP: Teaching PhD presentation skills
Sharon Hartle and Silvia Cavalieri

Time allowances in source-based writing: Implications for EAP pedagogy and assessment design
Emma Bruce

Student perceptions of teacher emoji usage in assignment feedback
Sophia Vanttinen-Newton

Author details

Dr IDE HAGHI is a Lecturer at the school of Modern Languages and Cultures at the University of Glasgow. She is a Convenor for the TEAP course in the MA TESOL programme and a Lecturer in the TEAP online course. She also teaches on other TESOL courses as well as EAP programmes. She is currently conducting research on engagement in EAP programmes and supervises PhD students researching university academic literacy provision.

Dr CAROLE MACDIARMID is Senior Lecturer and EAP Manager (Teacher Development) in English for Academic Study at the University of Glasgow. She has been involved in EAP teaching, course design and teacher education for more than 30 years. This includes courses for general and specific EAP and TEAP. Her research interests include spoken academic discourse and EAP teacher development.

BRIAN R. MORRISON is involved with course design and delivery at the University of Glasgow. His professional interests include students’ learning beliefs and behaviours in linguistic ecosystems with a focus on out-of-class learning.

ANNELI WILLIAMS has taught EAP, and latterly TEAP, for 30 years at the University of Glasgow, where she currently holds the position of EAP Manager for pre-sessional and in-sessional provision. She has extensive experience in EAP course design and materials writing and has authored three books for the Collins English for Exams series as well as the Research volume for the Collins Academic Skills Series. Her interests include teaching and assessment of the receptive skills, disciplinary differences in EAP and the teaching of academic writing.

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