The presentation focuses on Foundation and pre university students' need to understand academic conventions, research skills and the genre of academic writing expected, and the underlying reasons for some students' lack of engagement in this area. Subject teachers too can be ambivalent, while accepting the importance of these skills. The limited research on this area is summarised, along with two of my action research projects which support others' findings. Younger students tend not to transfer their learning of English for Academic Purposes and academic skills to their own subject and assignment type when the material is taught in a general, so not genre-specific context, as is often the case where classes cater for a range of disciplines, for example pre-sessional courses at UK universities. There is another context which is overlooked, and that is school and college Foundation and A-level courses where independently produced course work is an integral part. Here, also, research skills and the ability to use sources ethically are needed. The teaching and learning of these skills may well be overlooked. Whose responsibility it is to train students, and of course, non Academic Purposes teachers, is not always clear. This is addressed, based on my experience and research. I give examples of subject-specific academic skills materials and how they have been used in classes. Recommendations for further materials preparation support and teaching help are given. My website is another project going forward, aiming to give those of us involved in pre- university and Foundation courses a discussion forum and support. Students too may find the tasks and approach engaging and, I hope, effective.

1. ACADEMIC SKILLS
TEACHING IN
FOUNDATION AND
PRE-UNIVERSITY
COURSES. ESAP AND
CROSS-CURRICULAR
APPROACHES
Clare G. Anderson
Freelance
Presented 20/4/2023 at IATEFL
Copyright Clare G Anderson
@www.specificacademicskills.com
Updated 30/4/2023

2. OVERVIEW
1. Foundation and pre-university learners’ EAP
needs
2. EAP provision models; my research
3. Materials and approaches that worked
Helpful teaching framework published examples
Copyright Clare G Anderson
@www.specificacademicskills.com Updated
30/4/2023
APRIL 20 2023
ESAP
WITHIN
FOUNDATION
&
PRE-UNIVERSITY
COURSES
2

3. 1.Student needs and issues: improving
outcomes
• Student resistance to EAP Academic Skills
course
• “Subject teacher” apparent resistance
especially referencing and citation
• Limited research skills, note-taking; plagiarism
• EAP/ASK teaching time cut (50%); “subject
teachers” also time poor; content prioritised -
much revision needed
APRIL 20 2023 ESAP WITHIN PRE-UNIVERSITY COURSES
• ESAP/ASK course and content
mirrored destination subjects course
• half termly assessments and reports
• Subject teachers invited to class;
assessment partners
• In-class parallel assessment; sources
provided. No tech.
• Multi-tasking materials and reduced
length; more flipped classroom
reliance; vocabulary transferred to
destination subject classes
Copyright Clare G Anderson @www.specificacademicskills.com Updated 30/4/2023

4. 2. Research: EAP provision
• Can EAP, Academic Skills and Study Skills (these overlap) be taught? Gibbs (2013) cites the
teaching of generic study skills, not suited to every subject
• Improving the student or the “study method”? (Gibbs 2013)
• Preference for ASK, includes “metacognitive awareness and control” cited in Gibbs (2013)
• Content and written skill evaluated together was a more meaningful option.
• US based action research (secondary education teachers): combination of content and academic
skill specific to one discipline (EAL contexts) Sciences and Literature
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Copyright Clare G Anderson
@www.specificacademicskills.com Updated 30/4/2023

5. Selected research findings from
the literature: teacher strategies
• USA context: teachers able to integrate EAP, ESAP into lessons have high EAL awareness
and experience (Mohan and Slater 2006) in JEAP (2006)
• Analysis of Science lesson: extensive use of paraphrasing as lexical links to elicit critical
responses (ibid.)
• England and Wales context, little formal research on academic skills aspect. Lack of time cited
in JEAP vol 5: 252 (2006). EAL, language focus (eds. Hyland and Hamp-Lyons)
APRIL 20 2023 ESAP WITHIN PRE-UNIVERSITY COURSES
Copyright Clare G Anderson @www.specificacademicskills.com Updated
30/4/2023

6. My research
• Study 1 (2015): Student responses to EAP classes. 80% students appreciated subject-specific
language; teaching of genres, learning of skills, e.g. presenting, research, referencing, taking notes -
eventually
• Study 2a (2018-2019): A survey of the ESAP needs and practices of non-ESL staff on a pre-
university Foundation course
• Overall Foundation course results improvement 2012-2022; ESAP/ASK taught discretely
• Copyright Clare G Anderson @www.specificacademicskills.com Updated 30/4/2023
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7. APRIL 20 2023
ESAP WITHIN PRE-UNIVERSITY
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Summarised results: 2a
Areas of questioning
% teaching
time
Business &
Commerce
% teaching
time
Sciences,
Maths
Averages
1 Course content; + revision and re-teaching due to
incomprehension / lack of student revision
70 – 85% content
EAL experienced
tutor 60 (1)
90% content
EAL experienced
tutors 50% (2)
80%
2 ESAP content: functions, text types 5-10% average 5% and on request 10% for Writing
overall, excl.
Maths.
3 Subject-specific vocabulary teaching
Copyright Clare G Anderson @www.specificacademicskills.com Updated
30/4/2023
5% Sciences 10%
Maths 100% new
topics; EAL tutor
60%
5 – 10% Physics
set vocab as HW.

8. APRIL 20 2023 ESAP WITHIN PRE-UNIVERSITY COURSES 8
Summarised results
Study 2a
Areas of questioning
% teaching
time
Business &
Commerce
% teaching
time
Sciences,
Maths
Averages
4 English language focus during content
teaching; grammar errors impeding
understanding
EAL tutor: very
little but most
lessons
EAL tutors: on
request
No response &
on request.
Accounts seek
collab. via team
T, esp. Report
writing
5 Student misuses of academic conventions
including plagiarism. Note: categories merged for
this diagram.
Copyright Clare G Anderson @www.specificacademicskills.com
Updated 30/4/2023
Resubmit. Marks
deducted.
Resubmit. Marks
deducted.
Resubmit. Marks
deducted.

9. Results & Implications: Study 2a
• Non-EAP colleagues’ ASK/ESAP coverage low
• Time; lack of own research; alleged lack of language teaching knowledge; teaching referencing
skills seen as main problem; could escape responsibility for plagiarism
• L2/ EAL and ESL background finding; 1 had ESL experience 2 had EAL. Those took more
integrative approach
• Findings accord with US research
• Question: would older age groups be less reliant on specific and integrative approaches? Use of
generic EAP publications on undergraduate / post graduate courses suggests this
• Factor to follow up: completed cognitive development by early twenties?
• Copyright Clare G Anderson @www.specificacademicskills.com Updated 30/4/2023
• April 20 2023 ESAP WITHIN PRE-UNIVERSITY COURSES
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10. 3.The search for subject and course-
specific resources: some solutions
• Adapt material from destination subject textbooks
• Ask nicely for samples of teaching material (for content learning and adaptation for ESAP/ASK)
• Observe target subject classes where possible; return the favour
• Use published EAP materials as template but adapt to genre and age group
• Use Open Source materials
• Use subject-specific sites e.g. How Stuff Works; Investopedia; economicshelp.org
• Use school and revision websites, already subject and year specific
• Use BBC news online site as a source provider, not a primary source; see links to open access materials
and some open access online journals
• Check websites students are using! Discussion and criticism will follow
• Beware copyright rules
• Copyright Clare G Anderson @www.specificacademicskills.com Updated 30/4/2023
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APRIL 20 2023 ESAP WITHIN PRE-UNIVERSITY COURSES

11. Example material:
ASK references &
citations revision
Nike has stopped selling
directly via Amazon
November 2019. Image: Getty images
Suggested protocol:
• Search story online for updates
• Select article from open source if copyright
is a problem
• Summarise then customise for teaching
adding reference plus formalised citations
within text
Copyright Clare G Anderson
@www.specificacademicskills.com Updated
30/4/2023
April 20 2023 ESAP WITHIN PRE-UNIVERSITY
COURSES

12. Uses of example material in ESAP
classes
Lead-in; contextualisation
• Ask your partner:
• Is it profitable for a business start-up to sell through
Amazon?
• Why?
• Is this also true of a very large multinational
company?
• Are there any other advantages or disadvantages,
especially for a very large company, in using
Amazon?
• Now check the short article below
Exploring the citations
• Answer the questions about the origins of
the information, and the citations
• How many citations are there in the article?
Zero? One? Two? More than two?
• Where did the information about Nike wanting
complete control of its brand come from?
• Which citation is from an interview?
• Which citation is from a company annual
report?
• Copyright Clare G Anderson
@www.specificacademicskills.com Updated
30/4/2023
April 20 2023 ESAP WITHIN PRE-UNIVERSITY
COURSES

13. 9/3/20XX PRESENTATION TITLE 13
University of Manchester
2019 in Scientific Reports

14. Scientific report writing
(BBC a/v material use restricted to class. Image: Univ Manchester)
Watch the audio-visual and complete the notes below
• Notes from A/V scaffolded on pro forma
• Reading: find the experiment sections
• Vocabulary can be taught before or after (level/time)
• Functional language: take from text
• Product: write experiment report/ poster/ presentation
• Group work: possible to reduce work load, save time.
• Robotics: further reading as relevant
• Copyright Clare G Anderson @www.specificacademicskills.com
Updated 30/4/2023
APRIL 20 2023
ESAP WITHIN PRE-UNIVERSITY COURSES
14
Univ Manchester &
Scientific Reports
2019

15. Images 2 and 3 Scientific Reports online journal
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16. Summing up
• EAP needs of pre-university students made explicit
• The materials and course structure approach underpinned by action
research and some parallel experience in the USA
• Future provision, at college and secondary level is likely to be various and
variable!
• Importance of action research for all EAP and ASK tutors
• Teaching and Learning materials suggestions
APRIL 20 2023
ESAP WITHIN FOUNDATION / PRE-
UNIVERSITY COURSES
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Copyright Clare G Anderson @www.specificacademicskills.com Updated 30/4/2023

17. THANK YOU
T h a n k y o u t o D r S u e
B r i n d l e y ; M a r k
K r z a n o w s k i ; c o l l e a g u e s
a t C AT S C a m b r i d g e
Clare G Anderson
clareanderson1@gmail.com
claregabrielle@specificacademicskills.com
https://Specificacademicskills.com
ESAP
WITHIN
PRE-
UNIVERSITY
COURSES
APRIL 20 2023 17

18. References
• Bunch, G.C. (2006) “Academic English” in the 7th grade: Broadening the lens, expanding access. Journal of English for
Academic purposes 5 (2006) 317-332
• Gibbs, Graham (2013) Raising awareness of best practice pedagogy, available Times Higher Education, accessed 08 April
2023 from http://www.timeshighereducation.co.uk/news/raising-awareness-of-best- practicepedagogy/2004204.article
• Hammond, J. (2006) High Challenge, high support: Integrating language and content instruction for diverse learners in an
English literature classroom, Journal of English for Academic purposes 5 (2006) 269-283
• Kaziukėnas, Juozas (2020) One Year After Nike Stopped Selling on Amazon, October 26, available online Marketplace Pulse,
https://www.marketplacepulse.com/articles/one-year-after-nike-stopped-selling-on-amazon accessed 30 April 2023
• Mohan, B. and Slater, T. (2006) Examining the theory/practice relation in a high school science register: a functional linguistic
perspective, in Hyland, K and L. Hamp-Lyons (Eds.) Journal of English for Academic purposes 5 (2006) 302-316
• Nabawy, M.R.A., Sivalingam, G., Garwood, R.J. et al. (2018) Energy and time optimal trajectories in exploratory jumps of the
spider Phidippus regius. Sci Rep 8, 7142 (2018). Available https://doi.org/10.1038/s41598-018-25227-9, accessed 15 April
2023 . Note: accessed again 30 April 2023 from https://www.nature.com/articles/s41598-018-25227-9#citeas
• Zwiers, J (2006) Integrating academic language, thinking and content: Learning scaffolds for non-native speakers in the middle
grades. Journal of English for Academic purposes 5 (2006) 317-332
• April 20 2023 ESAP within pre-university courses
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Copyright Clare G Anderson
@www.specificacademicskills.com Updated
30/4/2023

19. Teaching and Learning materials which have been helpful
• Alexander, O. Argent, S. , Spencer, J (2008) EAP Essentials. A teacher’s guide to principles and
practice, Reading. Garnet Publishing Ltd.
• Armer, T. (2011) Cambridge English for Scientists, Cambridge, CUP
• Barrett, Thomas E. (2006) Introductory Physics with Calculus. Mastering Problem-solving, Hoboken
NJ, Wiley.
• De Chazal, Edward (2014) English for Academic Purposes, Oxford, Oxford University Press
• Espinosa, T. Henstock, C. Walsh, C. (2012) Language for Study Level 1, Cambridge, CUP
• Fletcher, C. Matthews, B. (2012) Skills for Study Level 1, Cambridge, CUP
• Griffiths, P. Brooks, J. de Witt, R. (2007) Scientific Writing, University Foundation Study Transferable
Academic Skills Kit (TASK), Reading, University of Reading and Garnet Publishing Ltd.
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Copyright Clare G Anderson @www.specificacademicskills.com
Updated 30/4/2023

20. Further sources and support
Open source and online
• Tom’s Hardware. https://www.tomshardware.com/uk
• HowStuffWorks. https://www.howstuffworks.com/
• https://sociologytwynham.com
• Royal Society Open Science
https://royalsocietypublishing.org/doi/10.1098/rsos.17
1228
• Plos Biology. https://journals.plos.org/plosbiology/
• Scientific reports. https://www.nature.com/srep/
• The Conversation https://theconversation.com/uk
• April 20 2023 ESAP WITHIN PRE-UNIVERSITY COURSES
Organizations other than IATEFL
• CamSTAR (Cambridge School Teachers and
Research) Network
https://www.educ.cam.ac.uk/networks/teacher-
research/
• BALEAP (the global forum for EAP
professionals)
https://www.baleap.org/
• InForm (Foundation and Pathway
Programme research and support)
https://www.reading.ac.uk/inform/inform-
conference
• NALDIC (National Subject Association for
EAL)
Copyright Clare G Anderson
@www.specificacademicskills.com Updated
30/4/2023