This document discusses the use of open educational resources (OER) for teaching English for academic purposes (EAP). It provides examples of existing OER for EAP teaching including tools for vocabulary, corpora, publications, and genre/function approaches. It also discusses issues with using and adapting OER for EAP teaching in different contexts like for non-governmental organizations (NGOs) working in places like refugee camps on the Thai-Burmese border. The document outlines a process for teachers to reflect on and narrate their teaching experiences and development.

1. Does it make a difference?The TOETOE ProjectPlanning for ImpactCreated by Alannah FitzgeraldResearch Fellow at Durham University English Language CentreSCORE Fellow with The Open UniversityLicensed for reuse under Creative Commons Share Alike

2. OverviewUnder-used OER for EAPOpen Corpus Tools & ResourcesThe Academic Wordlist & Sub-technical VocabularyOpen Access publications Genre & function-based approachesRe-purposing Existing OER for NGOsAppropriate OER Design & DevelopmentMobile Teaching Unit – Thai-Burmese BorderCurriculum Development with OEROwnership of Localised OER – The Best Friend Libraries

3. Impact Issues with OER for EAPStudy skills OER for EAP proliferate

4. Issues surrounding over-use & re-use

5. Informal networking – BALEAP

6. Issues surrounding accreditation

7. Need for niche OER for EAP

8. Data-driven OER developmentEnglish for Academic Purposes “You teach a bit of Shakespeare and the present perfect, don’t you?”

9. EAP Now!http://cgi.ebay.co.uk/EAP-Now-english-academic-purposes-Students-Book-/160562605303?pt=Non_Fiction&hash=item256246ecf7

10. “EAP Now! Unique Features:Speaking, Writing, Reading and Listening for EAP are included in a single course book. Extra EAP skills are also included: Grammar, Critical Thinking, English for the Internet Age and Learner Independence and Study Skills. All these skills are thematically linked within each unit.”

11. “EAP Now! Unique Features: A table at the back of the book shows students how tasks can be used to practise the four sections (reading, writing, speaking and listening) of the IELTStest.”250 words

12. Guidelines for Writing at Masters Degree Levelhttp://resources.jorum.ac.uk/xmlui/handle/123456789/2963

13. EAP for the Social SciencesWriting at Masters Level by Ursula Wingate, 2009

14. Signposting in EAPWriting at Masters Level by Ursula Wingate, 2009

15. ReflectionsFocus groupsSourcing, Selecting (Think Aloud) Using, Rejecting, Re-purposing or Re-creating?Iterative Divergence to createConvergence to critiqueStart over? Baby out with the bathwaterRe-hash? As a service back to the COP

16. Focus on Vocabulary: Mastering the Academic Word List http://www.whsmith.co.uk/CatalogAndSearch/ProductDetails.aspx?productId=9780131833081#

17. Compleat Lexical Tutor v6.2http://www.lextutor.ca/

18. VocabProfilehttp://www.lextutor.ca/

19. Flexible Language Acquisition Project (FLAX)http://flax2.nzdl.org/greenstone3/flax?page=home

20. FLAX Web Pronoun Phrases Collection Search (http://flax2.nzdl.org/greenstone3/flax?a=p&sa=home&module=)

21. BNCwebhttp://bncweb.info/

22. Noticing Text Types – Issues of Register and GenreFLAX Web Pronoun Phrases Collection Search (http://flax2.nzdl.org/greenstone3/flax?a=p&sa=home&module=)

23. FLAX Web Pronoun Phrases Collection Search (http://flax2.nzdl.org/greenstone3/flax?a=p&sa=home&module=)

24. FLAX Web Collocations Collection Search (http://flax2.nzdl.org/greenstone3/flax?a=p&sa=home&module=)

25. FLAX Web Collocations Collection Search (http://flax2.nzdl.org/greenstone3/flax?a=p&sa=home&module=)

26. FLAX Web Collocations Collection Search (http://flax2.nzdl.org/greenstone3/flax?a=p&sa=home&module=)

27. FLAX Web Collocations Collection Search (http://flax2.nzdl.org/greenstone3/flax?a=p&sa=home&module=)

28. FLAX Web Collocations Collection Search (http://flax2.nzdl.org/greenstone3/flax?a=p&sa=home&module=)

29. FLAX Web Phrases Collection Search (http://flax2.nzdl.org/greenstone3/flax?a=p&sa=home&module=)

30. Relevance for teaching EAP vocabularyDon’t assume that your students know the most frequent 2000 words of English

31. Teach the AWL/sub-technical vocabulary

32. Choose what to teach according to what students need to do with the language

33. If you have a discipline-specific group, teach the technical words of a subject after the first two categories from the AWL have been learned

34. Raise students awareness of how technical vocabulary is marked in written texts and lectures.

35. Teach strategies for low-frequency wordsFollowing Diane Shmitt’sEAP@Southbank lecture, 31st January 2011

36. Discipline-specific behaviour of wordsDifferent meaning senses will be differentially preferred across disciplines (Hyland and Tse, 2007)Collocational patterning differs from discipline to discipline. This affects word meaning. marketing strategy, learning strategy, coping strategy - Hyland and Tse, (2007)

37. blueberry cell culture, cultures were grown - Martinez et al, (2009) Annotation of discipline-specific functionsFor example:Indicating Structure (IS) steps, aka ‘signposting’“This essay will first analyse the general causes…In the second part,…are the key issues to be discussed. The last part will be a brief conclusion with some implications and suggestions.”Sociology & Anthropology – AvoidedBusiness & Politics – OptionalLaw - Obligatory

38. By giving authentic texts &tasks to the students… We can’t teach ‘down’….we don’t have time…. Text and assignment-wise, nothing we do is ‘too hard’ because it can’t be…No text is ‘too long’ because it can’t be… Students must get used to managing difficult texts, tasks and ideas… What we do on PS is NOTHING compared to what their departments expect them to do…

39. Durham Research Onlinehttp://dro.dur.ac.uk/cgi/latest

40. The Directory of Open Access Repositories - OpenDOARhttp://www.opendoar.org/index.html

41. Self-archiving of OERDeveloping OER for EAP based on Open Access publicationsResearch-led teaching of EAPAccess to specific discourse communities and peer-review A function-first approach to identifying formulaic language (Durrant, P. & Mathews-Aydinh, J., 2010)Uploading OER for EAP on university OA CMSLearning objects from teaching fellows as well as research output from research fellows?

42. Impact Issues with OER for NGOsDeveloping localised and appropriate OER

43. Issues surrounding choice and ownership

44. Cascade training of volunteer teachers

45. Issues surrounding accreditation and turnover

46. Developing stable OER collections

47. Issues surrounding connectivity and accessBurma Education Partnershiphttp://www.burmaeducationpartnership.org/about-bep.html

48. Vague knowledge of OERMany iterations of textbook importation and adaptation with limited success

49. Competing NGOs for ownership of curriculum

50. ELT teachers trained for resource-rich contexts

51. Working from the ground up

52. Localising content using local narratives

53. Building trust through local ‘ownership’ of Mobile Teaching Unithttp://www.burmaeducationpartnership.org/gallery/category/5-mobile-teaching-unit.html

54. Mobile Teaching Unithttp://www.burmaeducationpartnership.org/gallery/category/5-mobile-teaching-unit.html

55. Rubbish Dump SchoolPhoto courtesy of John Cleary (BEP volunteer teacher) http://www.burmaeducationpartnership.org/gallery/category/3-john-cleary.html?start=48

56. Rubbish Dump SchoolPhoto courtesy of John Cleary (BEP volunteer teacher) http://www.burmaeducationpartnership.org/gallery/category/3-john-cleary.html?start=24

57. Cascade OER Training in NGOsCoaching in OER:SourcingDevelopment ManagementSystems for avoiding:Lost knowledgeDuplication of effort

58. Teacher Training and Accreditationhttp://www.burmaeducationpartnership.org/gallery/category/5-mobile-teaching-unit.html

59. Teacher Training and Accreditationhttp://www.burmaeducationpartnership.org/gallery/category/2-hard-at-work.html

60. Becoming Appropriate Instructors with OERFor under-resourced contexts of learningFor those that find themselves as teachersNarrative Studies (Crossley, 2003)

61. PHASE ONE: TEACHING LIFE CHAPTERSThink of your teaching life as an unfinished book, with definitive chapters so far. For example, 2 or 3.Give each chapter a name and describe the overall contents of the chapter.Discuss briefly what makes for a transition from one chapter to the next.

62. PHASE TWO: MEMORABLE EVENTS (CRITICAL MOMENTS & CRITICAL INCIDENTS – EMPHASIS ON PERIOD OF TIME & COPING STRATEGIES) Specific happenings/critical incidents.Describe in detail the impact this key event had in your teaching life story. What did you do, feel and think? Did this event change you in any way?

63. PHASE THREE: SIGNIFICANT PEOPLE (MENTORS/STUDENTS?)Describe one or two important people in your teaching life story.Specify the relationship with each person and how they have impacted your teaching development.Was this a positive or negative relationship?

64. PHASE FOUR: FUTURE SCRIPTYou have talked of the past and the present, what of the future?Overall plan or script for future teacher development.How does your plan enable you to be creative in the future?

65. PHASE FIVE: STRESSES AND CHALLENGESAre there any challenges in your teaching development that must be addressed?Can you outline a plan for dealing with these challenges?

66. PHASE SIX: PERSONAL TEACHING IDEOLOGYSum up your fundamental beliefs and values about teaching.

67. PHASE SEVEN: TEACHING LIFE THEMECan you discern a central theme that runs through the ‘text’ of your teaching development?

68. Best Friend Librarieshttp://www.thebestfriend.org/maesot/