Steve Kirk, University of Durham,Carole Macdiarmid, University of Glasgow,Anne Pallant and Louis Rogers, University of Rea...
Your pre-sessional course starts on Monday.On Thursday afternoon, one of your teacherspulls out, leaving you short of teac...
 An overview of the competency framework Classroom and learner competencies Developing training materials Taking it fo...
 Core competencies for Teachers of Englishfor Academic Purposes ‘To enhance the teaching and learning ofacademic English...
4 main areas1. Academic practice: Academic contexts; Disciplinarydifferences; Academic discourse; Personal learning,develo...
 TEAP Portfolio award E-portfolio of work Accredited by BAS Pilot cohort
An EAP teacher will: have a reasonable knowledge of theorganisational, educational and communicativepolicies, practices, ...
 How would you use the task as part of asession?Follow up: Reading on specified areas Teacher projects
 Academic discourse◦ An EAP teacher will have a high level of systemiclanguage knowledge including knowledge ofdiscourse ...
 What do new EAP teachers usually knowabout what students need to do on anacademic course? What do they not know? How d...
 How would you relate this text to the twocompetencies? How would you use the text in a teacherdevelopment session?
 Yes, an interesting article but I, too, would like to see more.Most importantly where are these studies so we can see th...
A meta-analysis was conducted to investigate theeffects of explicit and implicit instruction on theacquisition of simple a...
 Consider the competencies related toacademic discourse How would you use this text?◦ For teacher development◦ As basis ...
Explore •Tasks and reading to buildbackground knowledge•Discuss with EAP colleagues andacademic departmentsApply •Tasks an...
 EAP theory and practice book◦ Brief EAP background◦ Materials focusing on developing - student needs,student critical th...
 Slide 12 quotes:http://www.guardian.co.uk/education/2012/sep/18/teach-grammar-rules (Accessed 26.09.12) Slide 13 abstra...
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Competently Brought to Life - Bringing The Competency Framework for EAP Teachers alive

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This was a workshop delivered at 'The Janus Moment', BALEAP Biennial Conference (20 April 2013), together with colleagues from the Universities of Glasgow and Reading. We looked at ways of bringing alive the Competency Framework for EAP Teachers (CFTEAP) for teacher development.

Session Summary:
Putting theory and research into practice is a challenge in any context. Doing it in a way that is transferable to a variety of contexts provides an even greater level of challenge. It could be argued that this situation applies to the Competency Framework for Teachers of English for Academic Purposes (CFTEAP), published in 2008.

After three years of development the framework has gone on to provide excellent guidance for the professional development of teachers, and those responsible for training them. However, there is further scope to make the framework a practical resource for both teachers and teacher trainers. This practical workshop will look at concrete examples of materials that enact certain CFTEAP criteria to help teachers demonstrate their knowledge and progress in EAP. It will also look at materials that can be used by teacher trainers in facilitating the development of others.

The first part of the workshop will take a hands-on look at materials produced to help teachers structure both their study of EAP and development as an EAP practitioner. The materials provide a framework within which teachers can develop their knowledge and skills in a staged and scaffolded way.

The second part will look at a set of materials that have been developed for use by teacher trainers to provide help and guidance to early career professionals.

Finally, reactions and comments will be gathered from the workshop participants in order to feed into the further development and completion of this resource.

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  • Intro. Before put slide up – worst scenario ? Limited time for trainingNeed to prioritise needsWhat have you done in this situationProvide framework for scaffolded CPDParticipants discuss this scenario together in groups – gather the ideas on whiteboard/flip chart (photo) now or later Intro.
  • Presentation outline1st bullet – hedge – e.g. we know that many participants have operated/ operate ‘competently’, but the famework has a place e.g. for new teachers (EFL t EAP), development, acceptance of EAP as a profession Link 2nd bullet back to scenario e.g. was this a focus ?
  • Suggestion to start with some questions to the participants – assuming certain level of knowledge e.g. How have you used the framework ? What materials have you developed ? Is it a mystery ?!Competencies: that EAP teacher should have/develop;Framework- support professional development, course design etc (p 2 CF booklet)
  • Briefly go through main areas
  • overview and update on portfolio as way forward? CM- Do this briefly- what it is intended to beCore modules and additional (level (to add to this..) Will be done via e-portfolio and submission of collections of workPilot cohort working just now; should be submitting JulyWe hope to roll out next year??
  • Set discussion qu’ns to participants
  • this task can be used at outset to raise awareness to components of students’ future studies- and then link in to the design of your pre-sessional course Ask them to complete worksheet- [GIVE this?}- show competencies first; teachers would do; then if a session lead tutor could summarise (or set them off on an exploratory task)And then link to components of a pre-sessional course programmeAs Steve suggested- ask them what they would do/ what difficulties new teachers may encounterAnd could then show suggestions i had on V2 p.3 handouts and can say a wee bit about what i have on my moodle (info from academics) and projects our teachers have gone on to do (following students/focus groups; reading about..) As AP/LR: We would present the idea that these materials could be used in a classroom context or a self-study context. On discussion Louis and Anne thought this may be better as a structured /scaffolded task for participants (to reflect the fact it is a workshop). As responses are elicited, one of us could type them in, as a record. V2 p 3 – on slide (e.g. Add to next one?) or talk through:Tutor notes  Working with tutors new to EAPMain aim: familiarisation with academic contexts and student needs  Elicit ideas of what they know about academic programmes/what they think students do Complete initial table Send to web-ages to confirm what they can Depending on time/ resources easily available - trainer could provide additional input talk on additional points/guide tutors to information you have (e.g. course handbooks; information from lectures you have etc)  Terms to cover: academic registers; genre; discourse community; notion of disciplines (and disciplinary differences)  Compare to course components i.e. linking course to future student academic needs  Encourage further investigatory projects   Working with experienced EAP tutors Main aim: updating knowledge and comparing disciplinary knowledge; facilitating teacher research /investigation into student needs and context  Complete table above (and iii from academic course handbooks if available)  Encourage teachers to take a specific programme /subject area & plan investigation, i.e. what they want to find out & how best to do this (direct to reading/contacts in departments etc)  Plan a ‘report back’ time?   Follow-up partReading e.g. disciplinary differencesFeatures of lectures/read and go to etcAcademic writing etcCould encourage people to do own NA/tracking/ mini projects during PSCan also be used as basis for teacher exploration post PS (we used with tutors and it worked as basis for own mini investigatiosn)Mention may need ethical approval etc.Could ask – proroblems they may envisage (e.g. know very little – ask them to relate to previous learning …e tc)Not too much in way of input here – but maybe sell the ‘off you go and investigate / replicatsspractice’line)
  • We just show these and move on CM- I added in two core competencies but not sure we want all the text?
  • Steve lead- give it out- skim/ what are issues?Then the circles? (and e.g. comment- could use as basis for critical reflection- what it is/isn’t- Ts and Ss)
  • Just to consolidate – follow up on some of the issues
  • Abstract hereNeed as handout?
  • These slides would lead into to giving participants time to work on how they would exploit the abstract (your abstracts hand out Carole) OR_ e.g. Use abstract and intro to an article related to Guardian/ one: (can only be a bit – time) Spada, N. and Tomita, Y. (2010), Interactions Between Type of Instruction and Type of Language Feature: A Meta-Analysis. Language Learning, 60: 263–308. doi: 10.1111/j.1467-9922.2010.00562.xCM-Or maybe another text/ as did in EAP in north as you said Louis- could use a research proposal-(see attached- anyone else got ) one handy? Ask participants to think about how they would exploit it- some report backCould be either as source for developing teacher awareness (link back to new teacher needs)&/or for a lesson (fine line/cross- over here- materials as source of teachers knowledge; - &/or this forms a workshop you could do with tutors- ask them to work on text/plan a lesson they could use(too complicated?!)ii) Give one suggestions for how can useE.g. A) new teachers- what is it/what makes it ‘academic’ /can they identify (matching e.g. Language points)/look at genre- purpose/organisation/staging turn above into classroom tasks Incorporate into a programme- getting students to prepare one
  • Possible alternative
  • The book concept and modifying the approach
  • Competently Brought to Life - Bringing The Competency Framework for EAP Teachers alive

    1. 1. Steve Kirk, University of Durham,Carole Macdiarmid, University of Glasgow,Anne Pallant and Louis Rogers, University of Reading
    2. 2. Your pre-sessional course starts on Monday.On Thursday afternoon, one of your teacherspulls out, leaving you short of teachers. Theonly person available locally has lots of EFLexperience, but almost no EAP experience.You have one day to train them.What would you prioritise?
    3. 3.  An overview of the competency framework Classroom and learner competencies Developing training materials Taking it forward
    4. 4.  Core competencies for Teachers of Englishfor Academic Purposes ‘To enhance the teaching and learning ofacademic English through supporting TEAPprofessional development’
    5. 5. 4 main areas1. Academic practice: Academic contexts; Disciplinarydifferences; Academic discourse; Personal learning,development and autonomy2. EAP students: Student needs; Student critical thinking;Student autonomy3. Curriculum development: Syllabus and programmedevelopment; Text processing and text production4. Programme implementation: Teaching practices;Assessment practicesBALEAP TEAP Competency Framework
    6. 6.  TEAP Portfolio award E-portfolio of work Accredited by BAS Pilot cohort
    7. 7. An EAP teacher will: have a reasonable knowledge of theorganisational, educational and communicativepolicies, practices, values and conventions ofuniversities understand the needs of students in relation to theirprior learning experiences and how these mightinfluence their current educational expectations. What do new EAP teachers usually know about whatstudents need to do on an academic course? What do they not know? How do you deal with any gaps in knowledge?
    8. 8.  How would you use the task as part of asession?Follow up: Reading on specified areas Teacher projects
    9. 9.  Academic discourse◦ An EAP teacher will have a high level of systemiclanguage knowledge including knowledge ofdiscourse analysis. Text processing and text production◦ An EAP teacher will understand approaches to textclassification and discourse analysis and will beable to organize courses, units and tasks aroundwhole texts or text segments in ways that developstudents’ processing and production of spoken andwritten texts.
    10. 10.  What do new EAP teachers usually knowabout what students need to do on anacademic course? What do they not know? How do you deal with any gaps in knowledge?
    11. 11.  How would you relate this text to the twocompetencies? How would you use the text in a teacherdevelopment session?
    12. 12.  Yes, an interesting article but I, too, would like to see more.Most importantly where are these studies so we can see theevidence? Studies quoted by newspapers tend to be notoriouslyunreliable (see Ben Goldacre for a start) so Id like to examinethe evidence myself before reaching for the grammar coursethe author has co-written. I would also like to see links to the meta analysis referred to.Who carried it out? What studies were included? How were theycarried out? How were the different teaching strategiescompared against each other in these studies?Its pretty difficult to evaluate this meta analysis with zero dataabout it!
    13. 13. A meta-analysis was conducted to investigate theeffects of explicit and implicit instruction on theacquisition of simple and complex grammaticalfeatures in English. The target features in the 41studies contributing to the meta-analysis werecategorized as simple or complex based on the numberof criteria applied to arrive at the correct target form(Hulstijn & de Graaff, 1994). The instructionaltreatments were classified as explicit or implicitfollowing Norris and Ortega (2000). The results indicatelarger effect sizes for explicit over implicit instructionfor simple and complex features. The findings alsosuggest that explicit instruction positively contributesto learners’ controlled knowledge and spontaneous useof complex and simple forms.
    14. 14.  Consider the competencies related toacademic discourse How would you use this text?◦ For teacher development◦ As basis of a lesson
    15. 15. Explore •Tasks and reading to buildbackground knowledge•Discuss with EAP colleagues andacademic departmentsApply •Tasks and ideas to developmaterials for classroom useParticipate •Further reading•Collaboration•Wider participation in the academiccommunity
    16. 16.  EAP theory and practice book◦ Brief EAP background◦ Materials focusing on developing - student needs,student critical thinking, student autonomy, textprocessing and production◦ Further reading and CPD tasks◦ Web based materials for teacher trainers
    17. 17.  Slide 12 quotes:http://www.guardian.co.uk/education/2012/sep/18/teach-grammar-rules (Accessed 26.09.12) Slide 13 abstract: Spada, N. and Tomita, Y. (2010),‘Interactions Between Type of Instruction and Type ofLanguage Feature: A Meta-Analysis’. Language Learning, 60:263–308. doi: 10.1111/j.1467-9922.2010.00562.x(Accessed 17.04.13)

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