SlideShare a Scribd company logo
1 of 46
PLAUSIBILITY, POWER & PROGRESS
enhancing student language learning through
professional collaboration




                                      Chris Macallister | Steve Kirk
                        Durham University English Language Centre
OVERVIEW
1. A Crisis of Identity
2. Mistaken Identities
3. Emerging Plausibility
4. A Third Space for ‘Language Teaching’
5. Summary Insights & Questions
1|   A CRISIS OF IDENTITY
EAP Unit Identity: what are we for?

• Language teaching
• Academic literacy
• Education studies
• Service provider
• Research
Where does The Academy want to put us?


Different homes around the country demonstrate
our ‘crisis of identity’…


• A Central Department (King’s College London and Bristol)
• Part of the International Office (Cardiff)
• Within a school of Education (Nottingham)
Where does The Academy want to put us?


Different homes around the country demonstrate
our ‘crisis of identity’…


• Within the Arts and Humanities Faculty (Durham)
• Integrated with a Modern Languages Centre (Glasgow and
  Northumbria)
• Outsourced completely to a private provider (Newcastle)
2|   MISTAKEN IDENTITIES
Mistaken Identities I: from one Extreme…

1 TEFL approach: EAP only as language practice



      The false universalism of CLT:


      academic content reduced to a carrier vehicle;
      language largely seen as a global practice
Mistaken Identities I: from one Extreme…

1 TEFL approach: EAP only as language practice


   Problems:
      • Inter-knowingness and Ignorance
      • Power structures and barriers
      • A deficient student language learning experience
Mistaken Identities II: to another Extreme

2 Approach of teaching language only as academic content
  (metalinguistic lectures)


   Problems:
      • A misdirected student language learning experience –
        our students are not students of linguistics!
      • professional image management –
        the EAP tutor masquerading as a lecturer?
Mistaken Identities III: Fragmentation


3 The EAP centre as a ‘diaspora’ unit: each department
  is given its own in-house language teacher(s)


      Similar to CLIL (Coyle et al 2010), and some
      Critical EAP approaches (Benesch 2001)
Mistaken Identities III: Fragmentation


3 The EAP centre as a ‘diaspora’ unit: each department
  is given its own in-house language teacher(s)


   Problem: a lack of a central identity and pedagogical vision
      • A potentially inconsistent student language learning
        experience
      • Professional image management –
        the EAP centre as a supplier of EAP tutors:
        Why not outsource at this point?
Mistaken Identities III: Fragmentation


3 The EAP centre as a ‘diaspora’ unit: each department
  is given its own in-house language teacher(s)


   Problem: a lack of a central identity and pedagogical vision
      • How do you achieve language curriculum renewal &
        inter-knowingness?
Mistaken Identities IV: Activism


4 CEAP – EAP as a pedagogy of liberation (Benesch 2001)


   Mistaken view of ‘empowerment’…


   Legitimacy –
   do the departments or students actually want this?
Mistaken Identities IV: Activism


4 CEAP – EAP as a pedagogy of liberation (Benesch 2001)


   Problems:
      • A potentially inconsistent student language learning
        experience
      • professional image management – the EAP tutor as
        ‘political officer’ and unofficial student representative?
      • A head on clash with power structures?
Evolution of thinking and practice at Durham…
3|   EMERGING PLAUSIBILITY
Tipping Point / crystallising notion:



                      EAP as academic work
EAP as Language Work   EAP as Academic Work
EAP as Language Work              EAP as Academic Work
Grammatical Accuracy

Vocabulary Choice

Spoken Fluency

Pronunciation & Intelligibility

(etc)
EAP as Language Work              EAP as Academic Work
Grammatical Accuracy              Understanding the Practices of the Academy

Vocabulary Choice                 Disciplinary Differences

Spoken Fluency                    Writing and Speaking for Content Learning

Pronunciation & Intelligibility   Integration and Synthesis of Reading

(etc)                             (etc)
from:




language
           academic work
  work
to:




                 academic work
      language
        work
Shift in Professional Identity (i):



                         More legitimacy at Durham


              Greater sense of ability to contribute


                      Discoursal shift  Plausibility
Shift in Professional Identity (ii):



                         Engagement in Scholarship


              Legitimate (peripheral?) Participation


         Research Activity & Researcher Learning
Shift in Professional Identity (iii):



  Increasingly shared set of values and principles
                           underlying our practice
We’re beginning to think we know who we are (!)


                          And this is helping us to:


                                Forge connections
                              Create collaborations
Strategy:


Waving the flag: presenting at every opportunity
Getting a good rep: in every Durham department
Watching our language: talking for academics
Results:


Doctoral training sessions
Admissions training
Geography Induction Course for UGs
Committee representation
Results:


Visibility Raising
Increased Plausibility
Positive Feedback
Reinforcing of emerging identity
4|   TOWARDS A THIRD SPACE FOR
      LANGUAGE TEACHING
Curriculum Renewal:



                      (EAP as academic literacy…)
Curriculum Renewal:



E.g.


Writing & Speaking:
now always emerge out of (academic) reading


Content matters. Cognitive challenge matters.
Curriculum Renewal:



E.g.


Language work as
the surface reflection of academic work
e.g. the passive…
Curriculum Renewal:


Teaching the why…


          Genuine dialogic space between:
                language work & academic work
                student acculturation & empowerment
Student Learning:


Better preparation for Durham:


           Academy-invested sense of language work
           More realistic management of expectations
           Demystification of the road ahead
5|   SUMMARY INSIGHTS & QUESTIONS
Impacts of Being in a Third Space:


Students are being increasingly better prepared
Teaching materials are evolving in this new space


We’re sitting at the table, not (we hope) on the menu !
Impacts of Being in a Third Space:




We’re sitting at the table: E.g.
                                   IT skills audit project
                                   Employability Skills
                                   Lecturer Training
Summary Insights:


Theorisation of Practice. Practicalisation of Theory


‘Epistemic Artefacts’ for change


Dialogue. Collaboration. ‘With’ not ‘for’.
Questions for MFL:


What is the relationship (& dialogue) btwn lang. teachers & academics?
Do lecturers teach language? Do lang. teachers engage in scholarship?
How far does content matter?
       Does it change who you are as a teacher?
       Who your students are…
       and what they (should be) do(ing) with language?
       To what end?
Questions for MFL:




How far do (e.g.) international offices draw on language teacher expertise
in language and culture (do they draw only on academics?)
thank you
s.e.kirk@dur.ac.uk | c.j.macallister@dur.ac.uk
      (@stiiiv)
ABSTRACT + LINKS
• Inherent power structures across departments and (mutual) ignorance
  are barriers to collaboration - and thus barriers to language curriculum
  renewal and teaching that meets learner needs. Through a narrative
  account of our own experience, we reflect in this talk on the highly
  productive inter-knowingness that has emerged and evolved between
  the English Language Centre and academic departments at Durham
  University. We relate how professional image management and the
  development of our own 'plausibility' among academic staff has led to
  a change in relationship, from 'working for' to 'working with'. Most
  importantly, we examine how this evolution has benefitted the student
  language learning experience.

•   Conference Link: http://www.dur.ac.uk/resources/mlac/aulc/conference2013timetable2.pdf
•   http://www.dur.ac.uk/mlac/aulc.2013/

More Related Content

What's hot

ENGLISH CONVERSATION I SYLLABUS
ENGLISH CONVERSATION I SYLLABUSENGLISH CONVERSATION I SYLLABUS
ENGLISH CONVERSATION I SYLLABUSClaudia Cárdenas
 
Ellis Task Based Language Teaching Korea 2006
Ellis Task Based Language Teaching   Korea 2006Ellis Task Based Language Teaching   Korea 2006
Ellis Task Based Language Teaching Korea 2006David Deubelbeiss
 
Task based learning in the english classroom
Task based learning in the english classroomTask based learning in the english classroom
Task based learning in the english classroomIvan Aguilar
 
Teaching grammar in the post method era
Teaching grammar in the post method eraTeaching grammar in the post method era
Teaching grammar in the post method eraWu Heping
 
Grammar teaching
Grammar teachingGrammar teaching
Grammar teachingcimsu
 
Language Teaching Methodology 1G
Language Teaching Methodology 1GLanguage Teaching Methodology 1G
Language Teaching Methodology 1Gemma.a
 
TBL (Task based learning)
TBL (Task based learning)TBL (Task based learning)
TBL (Task based learning)tortadericota
 
Task-based instruction
Task-based instructionTask-based instruction
Task-based instructionIrina K
 
Practical techniques for language teaching
Practical techniques for language teachingPractical techniques for language teaching
Practical techniques for language teachingsherifakl
 
Creating lesson plans lydia everly
Creating lesson plans lydia everlyCreating lesson plans lydia everly
Creating lesson plans lydia everlyLydia Marie Everly
 
Integrating Grammar for Communicative Language Teaching- Prof.B. L. Handoo
Integrating Grammar for Communicative Language Teaching- Prof.B. L. HandooIntegrating Grammar for Communicative Language Teaching- Prof.B. L. Handoo
Integrating Grammar for Communicative Language Teaching- Prof.B. L. HandooProf Dr Bhushan Lal Handoo (3000+ )
 

What's hot (20)

ENGLISH CONVERSATION I SYLLABUS
ENGLISH CONVERSATION I SYLLABUSENGLISH CONVERSATION I SYLLABUS
ENGLISH CONVERSATION I SYLLABUS
 
Ellis Task Based Language Teaching Korea 2006
Ellis Task Based Language Teaching   Korea 2006Ellis Task Based Language Teaching   Korea 2006
Ellis Task Based Language Teaching Korea 2006
 
Task based learning in the english classroom
Task based learning in the english classroomTask based learning in the english classroom
Task based learning in the english classroom
 
Teaching grammar in the post method era
Teaching grammar in the post method eraTeaching grammar in the post method era
Teaching grammar in the post method era
 
Grammar teaching
Grammar teachingGrammar teaching
Grammar teaching
 
Methods of teaching english
Methods of teaching englishMethods of teaching english
Methods of teaching english
 
Task based learning
Task based learningTask based learning
Task based learning
 
Language Teaching Methodology 1G
Language Teaching Methodology 1GLanguage Teaching Methodology 1G
Language Teaching Methodology 1G
 
TBL (Task based learning)
TBL (Task based learning)TBL (Task based learning)
TBL (Task based learning)
 
Task-based instruction
Task-based instructionTask-based instruction
Task-based instruction
 
Task based learning Vs PPP
Task based learning Vs PPPTask based learning Vs PPP
Task based learning Vs PPP
 
Towards a Pedagogy of Grammar Instruction
Towards a Pedagogy of Grammar InstructionTowards a Pedagogy of Grammar Instruction
Towards a Pedagogy of Grammar Instruction
 
TBL
TBLTBL
TBL
 
Task Based Learning
Task Based LearningTask Based Learning
Task Based Learning
 
Practical techniques for language teaching
Practical techniques for language teachingPractical techniques for language teaching
Practical techniques for language teaching
 
Adapting The Textbook
Adapting The TextbookAdapting The Textbook
Adapting The Textbook
 
Creating lesson plans lydia everly
Creating lesson plans lydia everlyCreating lesson plans lydia everly
Creating lesson plans lydia everly
 
Integrating Grammar for Communicative Language Teaching- Prof.B. L. Handoo
Integrating Grammar for Communicative Language Teaching- Prof.B. L. HandooIntegrating Grammar for Communicative Language Teaching- Prof.B. L. Handoo
Integrating Grammar for Communicative Language Teaching- Prof.B. L. Handoo
 
Task based learning
Task based learningTask based learning
Task based learning
 
Teaching grammar communicatively.
Teaching grammar communicatively.Teaching grammar communicatively.
Teaching grammar communicatively.
 

Similar to Plausibility, Power & Progress in EAP

Bleichenbacher & Diederich & Roderer -Profiling teachers' foreign language co...
Bleichenbacher & Diederich & Roderer -Profiling teachers' foreign language co...Bleichenbacher & Diederich & Roderer -Profiling teachers' foreign language co...
Bleichenbacher & Diederich & Roderer -Profiling teachers' foreign language co...eaquals
 
Whole School EAL Training: Graphic Organizers and Collaborative Learning (Oct...
Whole School EAL Training: Graphic Organizers and Collaborative Learning (Oct...Whole School EAL Training: Graphic Organizers and Collaborative Learning (Oct...
Whole School EAL Training: Graphic Organizers and Collaborative Learning (Oct...Kamil Trzebiatowski
 
CABE 2019: Biliteracy field developing strong dual language programs
CABE 2019: Biliteracy field developing strong dual language programs CABE 2019: Biliteracy field developing strong dual language programs
CABE 2019: Biliteracy field developing strong dual language programs Rebecca Field
 
X-based language teaching approaches
X-based language teaching approaches X-based language teaching approaches
X-based language teaching approaches Wu Heping
 
The World Is Not Flat (Rossomondo & Lord, ACTFL2015)
The World Is Not Flat (Rossomondo & Lord, ACTFL2015)The World Is Not Flat (Rossomondo & Lord, ACTFL2015)
The World Is Not Flat (Rossomondo & Lord, ACTFL2015)Gillian Lord
 
Kohn 2018_ELF - From research to pedagogy_RELC Conf 12-14 March 2018
Kohn 2018_ELF - From research to pedagogy_RELC Conf 12-14 March 2018Kohn 2018_ELF - From research to pedagogy_RELC Conf 12-14 March 2018
Kohn 2018_ELF - From research to pedagogy_RELC Conf 12-14 March 2018Kurt Kohn
 
Content based instruction
Content based instructionContent based instruction
Content based instructionEmine Özkurt
 
Applied linguistics "An informed approach"
Applied linguistics "An informed approach"Applied linguistics "An informed approach"
Applied linguistics "An informed approach"Kum Visal
 
Principles Of Instructed Second Language Learning
Principles Of Instructed Second Language LearningPrinciples Of Instructed Second Language Learning
Principles Of Instructed Second Language LearningDee Reid
 
Esl.aei summer institute powerpoint
Esl.aei summer institute powerpointEsl.aei summer institute powerpoint
Esl.aei summer institute powerpointAEISummer
 
presentation (corrected) (2).pptx
presentation (corrected) (2).pptxpresentation (corrected) (2).pptx
presentation (corrected) (2).pptxTouidjineMohamed
 
MLTA Conference 2012 Keynote - Matthew Absalom
MLTA Conference 2012 Keynote - Matthew AbsalomMLTA Conference 2012 Keynote - Matthew Absalom
MLTA Conference 2012 Keynote - Matthew AbsalomMLTA of NSW
 
Akhavan presentation on ca new eld standards ideas slideshare
Akhavan presentation on ca new eld standards ideas slideshareAkhavan presentation on ca new eld standards ideas slideshare
Akhavan presentation on ca new eld standards ideas slideshareNancy Akhavan
 
A case study for the integration of technology into required english at at J...
A case study for the integration of technology into required english at at  J...A case study for the integration of technology into required english at at  J...
A case study for the integration of technology into required english at at J...David Brooks
 
Elearn 2015 Kona A case study for integration of technolgoy into required eng...
Elearn 2015 Kona A case study for integration of technolgoy into required eng...Elearn 2015 Kona A case study for integration of technolgoy into required eng...
Elearn 2015 Kona A case study for integration of technolgoy into required eng...David Brooks
 

Similar to Plausibility, Power & Progress in EAP (20)

Bleichenbacher & Diederich & Roderer -Profiling teachers' foreign language co...
Bleichenbacher & Diederich & Roderer -Profiling teachers' foreign language co...Bleichenbacher & Diederich & Roderer -Profiling teachers' foreign language co...
Bleichenbacher & Diederich & Roderer -Profiling teachers' foreign language co...
 
Whole School EAL Training: Graphic Organizers and Collaborative Learning (Oct...
Whole School EAL Training: Graphic Organizers and Collaborative Learning (Oct...Whole School EAL Training: Graphic Organizers and Collaborative Learning (Oct...
Whole School EAL Training: Graphic Organizers and Collaborative Learning (Oct...
 
Professional Development Irina Grekova BKC-IH Moscow-2015
Professional Development Irina Grekova BKC-IH Moscow-2015Professional Development Irina Grekova BKC-IH Moscow-2015
Professional Development Irina Grekova BKC-IH Moscow-2015
 
CABE 2019: Biliteracy field developing strong dual language programs
CABE 2019: Biliteracy field developing strong dual language programs CABE 2019: Biliteracy field developing strong dual language programs
CABE 2019: Biliteracy field developing strong dual language programs
 
X-based language teaching approaches
X-based language teaching approaches X-based language teaching approaches
X-based language teaching approaches
 
The World Is Not Flat (Rossomondo & Lord, ACTFL2015)
The World Is Not Flat (Rossomondo & Lord, ACTFL2015)The World Is Not Flat (Rossomondo & Lord, ACTFL2015)
The World Is Not Flat (Rossomondo & Lord, ACTFL2015)
 
Module 1: Building Academic Language
Module 1: Building Academic LanguageModule 1: Building Academic Language
Module 1: Building Academic Language
 
Kohn 2018_ELF - From research to pedagogy_RELC Conf 12-14 March 2018
Kohn 2018_ELF - From research to pedagogy_RELC Conf 12-14 March 2018Kohn 2018_ELF - From research to pedagogy_RELC Conf 12-14 March 2018
Kohn 2018_ELF - From research to pedagogy_RELC Conf 12-14 March 2018
 
Content based instruction
Content based instructionContent based instruction
Content based instruction
 
Module 2: ELD Standards
Module 2: ELD StandardsModule 2: ELD Standards
Module 2: ELD Standards
 
Applied linguistics "An informed approach"
Applied linguistics "An informed approach"Applied linguistics "An informed approach"
Applied linguistics "An informed approach"
 
Principles Of Instructed Second Language Learning
Principles Of Instructed Second Language LearningPrinciples Of Instructed Second Language Learning
Principles Of Instructed Second Language Learning
 
Esl.aei summer institute powerpoint
Esl.aei summer institute powerpointEsl.aei summer institute powerpoint
Esl.aei summer institute powerpoint
 
presentation (corrected) (2).pptx
presentation (corrected) (2).pptxpresentation (corrected) (2).pptx
presentation (corrected) (2).pptx
 
MLTA Conference 2012 Keynote - Matthew Absalom
MLTA Conference 2012 Keynote - Matthew AbsalomMLTA Conference 2012 Keynote - Matthew Absalom
MLTA Conference 2012 Keynote - Matthew Absalom
 
CLT
CLTCLT
CLT
 
Wang Curran Tang Chinese Language Teacher Preparation
Wang Curran Tang Chinese Language Teacher PreparationWang Curran Tang Chinese Language Teacher Preparation
Wang Curran Tang Chinese Language Teacher Preparation
 
Akhavan presentation on ca new eld standards ideas slideshare
Akhavan presentation on ca new eld standards ideas slideshareAkhavan presentation on ca new eld standards ideas slideshare
Akhavan presentation on ca new eld standards ideas slideshare
 
A case study for the integration of technology into required english at at J...
A case study for the integration of technology into required english at at  J...A case study for the integration of technology into required english at at  J...
A case study for the integration of technology into required english at at J...
 
Elearn 2015 Kona A case study for integration of technolgoy into required eng...
Elearn 2015 Kona A case study for integration of technolgoy into required eng...Elearn 2015 Kona A case study for integration of technolgoy into required eng...
Elearn 2015 Kona A case study for integration of technolgoy into required eng...
 

Recently uploaded

How to Send Pro Forma Invoice to Your Customers in Odoo 17
How to Send Pro Forma Invoice to Your Customers in Odoo 17How to Send Pro Forma Invoice to Your Customers in Odoo 17
How to Send Pro Forma Invoice to Your Customers in Odoo 17Celine George
 
Major project report on Tata Motors and its marketing strategies
Major project report on Tata Motors and its marketing strategiesMajor project report on Tata Motors and its marketing strategies
Major project report on Tata Motors and its marketing strategiesAmanpreetKaur157993
 
UChicago CMSC 23320 - The Best Commit Messages of 2024
UChicago CMSC 23320 - The Best Commit Messages of 2024UChicago CMSC 23320 - The Best Commit Messages of 2024
UChicago CMSC 23320 - The Best Commit Messages of 2024Borja Sotomayor
 
The Liver & Gallbladder (Anatomy & Physiology).pptx
The Liver &  Gallbladder (Anatomy & Physiology).pptxThe Liver &  Gallbladder (Anatomy & Physiology).pptx
The Liver & Gallbladder (Anatomy & Physiology).pptxVishal Singh
 
OSCM Unit 2_Operations Processes & Systems
OSCM Unit 2_Operations Processes & SystemsOSCM Unit 2_Operations Processes & Systems
OSCM Unit 2_Operations Processes & SystemsSandeep D Chaudhary
 
會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽
會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽
會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽中 央社
 
Đề tieng anh thpt 2024 danh cho cac ban hoc sinh
Đề tieng anh thpt 2024 danh cho cac ban hoc sinhĐề tieng anh thpt 2024 danh cho cac ban hoc sinh
Đề tieng anh thpt 2024 danh cho cac ban hoc sinhleson0603
 
Book Review of Run For Your Life Powerpoint
Book Review of Run For Your Life PowerpointBook Review of Run For Your Life Powerpoint
Book Review of Run For Your Life Powerpoint23600690
 
When Quality Assurance Meets Innovation in Higher Education - Report launch w...
When Quality Assurance Meets Innovation in Higher Education - Report launch w...When Quality Assurance Meets Innovation in Higher Education - Report launch w...
When Quality Assurance Meets Innovation in Higher Education - Report launch w...Gary Wood
 
Trauma-Informed Leadership - Five Practical Principles
Trauma-Informed Leadership - Five Practical PrinciplesTrauma-Informed Leadership - Five Practical Principles
Trauma-Informed Leadership - Five Practical PrinciplesPooky Knightsmith
 
demyelinated disorder: multiple sclerosis.pptx
demyelinated disorder: multiple sclerosis.pptxdemyelinated disorder: multiple sclerosis.pptx
demyelinated disorder: multiple sclerosis.pptxMohamed Rizk Khodair
 
SPLICE Working Group: Reusable Code Examples
SPLICE Working Group:Reusable Code ExamplesSPLICE Working Group:Reusable Code Examples
SPLICE Working Group: Reusable Code ExamplesPeter Brusilovsky
 
TỔNG HỢP HƠN 100 ĐỀ THI THỬ TỐT NGHIỆP THPT TOÁN 2024 - TỪ CÁC TRƯỜNG, TRƯỜNG...
TỔNG HỢP HƠN 100 ĐỀ THI THỬ TỐT NGHIỆP THPT TOÁN 2024 - TỪ CÁC TRƯỜNG, TRƯỜNG...TỔNG HỢP HƠN 100 ĐỀ THI THỬ TỐT NGHIỆP THPT TOÁN 2024 - TỪ CÁC TRƯỜNG, TRƯỜNG...
TỔNG HỢP HƠN 100 ĐỀ THI THỬ TỐT NGHIỆP THPT TOÁN 2024 - TỪ CÁC TRƯỜNG, TRƯỜNG...Nguyen Thanh Tu Collection
 
Stl Algorithms in C++ jjjjjjjjjjjjjjjjjj
Stl Algorithms in C++ jjjjjjjjjjjjjjjjjjStl Algorithms in C++ jjjjjjjjjjjjjjjjjj
Stl Algorithms in C++ jjjjjjjjjjjjjjjjjjMohammed Sikander
 
24 ĐỀ THAM KHẢO KÌ THI TUYỂN SINH VÀO LỚP 10 MÔN TIẾNG ANH SỞ GIÁO DỤC HẢI DƯ...
24 ĐỀ THAM KHẢO KÌ THI TUYỂN SINH VÀO LỚP 10 MÔN TIẾNG ANH SỞ GIÁO DỤC HẢI DƯ...24 ĐỀ THAM KHẢO KÌ THI TUYỂN SINH VÀO LỚP 10 MÔN TIẾNG ANH SỞ GIÁO DỤC HẢI DƯ...
24 ĐỀ THAM KHẢO KÌ THI TUYỂN SINH VÀO LỚP 10 MÔN TIẾNG ANH SỞ GIÁO DỤC HẢI DƯ...Nguyen Thanh Tu Collection
 
The Story of Village Palampur Class 9 Free Study Material PDF
The Story of Village Palampur Class 9 Free Study Material PDFThe Story of Village Palampur Class 9 Free Study Material PDF
The Story of Village Palampur Class 9 Free Study Material PDFVivekanand Anglo Vedic Academy
 
diagnosting testing bsc 2nd sem.pptx....
diagnosting testing bsc 2nd sem.pptx....diagnosting testing bsc 2nd sem.pptx....
diagnosting testing bsc 2nd sem.pptx....Ritu480198
 
DEMONSTRATION LESSON IN ENGLISH 4 MATATAG CURRICULUM
DEMONSTRATION LESSON IN ENGLISH 4 MATATAG CURRICULUMDEMONSTRATION LESSON IN ENGLISH 4 MATATAG CURRICULUM
DEMONSTRATION LESSON IN ENGLISH 4 MATATAG CURRICULUMELOISARIVERA8
 

Recently uploaded (20)

How to Send Pro Forma Invoice to Your Customers in Odoo 17
How to Send Pro Forma Invoice to Your Customers in Odoo 17How to Send Pro Forma Invoice to Your Customers in Odoo 17
How to Send Pro Forma Invoice to Your Customers in Odoo 17
 
Including Mental Health Support in Project Delivery, 14 May.pdf
Including Mental Health Support in Project Delivery, 14 May.pdfIncluding Mental Health Support in Project Delivery, 14 May.pdf
Including Mental Health Support in Project Delivery, 14 May.pdf
 
Major project report on Tata Motors and its marketing strategies
Major project report on Tata Motors and its marketing strategiesMajor project report on Tata Motors and its marketing strategies
Major project report on Tata Motors and its marketing strategies
 
UChicago CMSC 23320 - The Best Commit Messages of 2024
UChicago CMSC 23320 - The Best Commit Messages of 2024UChicago CMSC 23320 - The Best Commit Messages of 2024
UChicago CMSC 23320 - The Best Commit Messages of 2024
 
The Liver & Gallbladder (Anatomy & Physiology).pptx
The Liver &  Gallbladder (Anatomy & Physiology).pptxThe Liver &  Gallbladder (Anatomy & Physiology).pptx
The Liver & Gallbladder (Anatomy & Physiology).pptx
 
OSCM Unit 2_Operations Processes & Systems
OSCM Unit 2_Operations Processes & SystemsOSCM Unit 2_Operations Processes & Systems
OSCM Unit 2_Operations Processes & Systems
 
會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽
會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽
會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽
 
Đề tieng anh thpt 2024 danh cho cac ban hoc sinh
Đề tieng anh thpt 2024 danh cho cac ban hoc sinhĐề tieng anh thpt 2024 danh cho cac ban hoc sinh
Đề tieng anh thpt 2024 danh cho cac ban hoc sinh
 
Book Review of Run For Your Life Powerpoint
Book Review of Run For Your Life PowerpointBook Review of Run For Your Life Powerpoint
Book Review of Run For Your Life Powerpoint
 
When Quality Assurance Meets Innovation in Higher Education - Report launch w...
When Quality Assurance Meets Innovation in Higher Education - Report launch w...When Quality Assurance Meets Innovation in Higher Education - Report launch w...
When Quality Assurance Meets Innovation in Higher Education - Report launch w...
 
Mattingly "AI and Prompt Design: LLMs with NER"
Mattingly "AI and Prompt Design: LLMs with NER"Mattingly "AI and Prompt Design: LLMs with NER"
Mattingly "AI and Prompt Design: LLMs with NER"
 
Trauma-Informed Leadership - Five Practical Principles
Trauma-Informed Leadership - Five Practical PrinciplesTrauma-Informed Leadership - Five Practical Principles
Trauma-Informed Leadership - Five Practical Principles
 
demyelinated disorder: multiple sclerosis.pptx
demyelinated disorder: multiple sclerosis.pptxdemyelinated disorder: multiple sclerosis.pptx
demyelinated disorder: multiple sclerosis.pptx
 
SPLICE Working Group: Reusable Code Examples
SPLICE Working Group:Reusable Code ExamplesSPLICE Working Group:Reusable Code Examples
SPLICE Working Group: Reusable Code Examples
 
TỔNG HỢP HƠN 100 ĐỀ THI THỬ TỐT NGHIỆP THPT TOÁN 2024 - TỪ CÁC TRƯỜNG, TRƯỜNG...
TỔNG HỢP HƠN 100 ĐỀ THI THỬ TỐT NGHIỆP THPT TOÁN 2024 - TỪ CÁC TRƯỜNG, TRƯỜNG...TỔNG HỢP HƠN 100 ĐỀ THI THỬ TỐT NGHIỆP THPT TOÁN 2024 - TỪ CÁC TRƯỜNG, TRƯỜNG...
TỔNG HỢP HƠN 100 ĐỀ THI THỬ TỐT NGHIỆP THPT TOÁN 2024 - TỪ CÁC TRƯỜNG, TRƯỜNG...
 
Stl Algorithms in C++ jjjjjjjjjjjjjjjjjj
Stl Algorithms in C++ jjjjjjjjjjjjjjjjjjStl Algorithms in C++ jjjjjjjjjjjjjjjjjj
Stl Algorithms in C++ jjjjjjjjjjjjjjjjjj
 
24 ĐỀ THAM KHẢO KÌ THI TUYỂN SINH VÀO LỚP 10 MÔN TIẾNG ANH SỞ GIÁO DỤC HẢI DƯ...
24 ĐỀ THAM KHẢO KÌ THI TUYỂN SINH VÀO LỚP 10 MÔN TIẾNG ANH SỞ GIÁO DỤC HẢI DƯ...24 ĐỀ THAM KHẢO KÌ THI TUYỂN SINH VÀO LỚP 10 MÔN TIẾNG ANH SỞ GIÁO DỤC HẢI DƯ...
24 ĐỀ THAM KHẢO KÌ THI TUYỂN SINH VÀO LỚP 10 MÔN TIẾNG ANH SỞ GIÁO DỤC HẢI DƯ...
 
The Story of Village Palampur Class 9 Free Study Material PDF
The Story of Village Palampur Class 9 Free Study Material PDFThe Story of Village Palampur Class 9 Free Study Material PDF
The Story of Village Palampur Class 9 Free Study Material PDF
 
diagnosting testing bsc 2nd sem.pptx....
diagnosting testing bsc 2nd sem.pptx....diagnosting testing bsc 2nd sem.pptx....
diagnosting testing bsc 2nd sem.pptx....
 
DEMONSTRATION LESSON IN ENGLISH 4 MATATAG CURRICULUM
DEMONSTRATION LESSON IN ENGLISH 4 MATATAG CURRICULUMDEMONSTRATION LESSON IN ENGLISH 4 MATATAG CURRICULUM
DEMONSTRATION LESSON IN ENGLISH 4 MATATAG CURRICULUM
 

Plausibility, Power & Progress in EAP

  • 1. PLAUSIBILITY, POWER & PROGRESS enhancing student language learning through professional collaboration Chris Macallister | Steve Kirk Durham University English Language Centre
  • 2. OVERVIEW 1. A Crisis of Identity 2. Mistaken Identities 3. Emerging Plausibility 4. A Third Space for ‘Language Teaching’ 5. Summary Insights & Questions
  • 3. 1| A CRISIS OF IDENTITY
  • 4. EAP Unit Identity: what are we for? • Language teaching • Academic literacy • Education studies • Service provider • Research
  • 5. Where does The Academy want to put us? Different homes around the country demonstrate our ‘crisis of identity’… • A Central Department (King’s College London and Bristol) • Part of the International Office (Cardiff) • Within a school of Education (Nottingham)
  • 6. Where does The Academy want to put us? Different homes around the country demonstrate our ‘crisis of identity’… • Within the Arts and Humanities Faculty (Durham) • Integrated with a Modern Languages Centre (Glasgow and Northumbria) • Outsourced completely to a private provider (Newcastle)
  • 7. 2| MISTAKEN IDENTITIES
  • 8. Mistaken Identities I: from one Extreme… 1 TEFL approach: EAP only as language practice The false universalism of CLT: academic content reduced to a carrier vehicle; language largely seen as a global practice
  • 9. Mistaken Identities I: from one Extreme… 1 TEFL approach: EAP only as language practice Problems: • Inter-knowingness and Ignorance • Power structures and barriers • A deficient student language learning experience
  • 10. Mistaken Identities II: to another Extreme 2 Approach of teaching language only as academic content (metalinguistic lectures) Problems: • A misdirected student language learning experience – our students are not students of linguistics! • professional image management – the EAP tutor masquerading as a lecturer?
  • 11. Mistaken Identities III: Fragmentation 3 The EAP centre as a ‘diaspora’ unit: each department is given its own in-house language teacher(s) Similar to CLIL (Coyle et al 2010), and some Critical EAP approaches (Benesch 2001)
  • 12. Mistaken Identities III: Fragmentation 3 The EAP centre as a ‘diaspora’ unit: each department is given its own in-house language teacher(s) Problem: a lack of a central identity and pedagogical vision • A potentially inconsistent student language learning experience • Professional image management – the EAP centre as a supplier of EAP tutors: Why not outsource at this point?
  • 13. Mistaken Identities III: Fragmentation 3 The EAP centre as a ‘diaspora’ unit: each department is given its own in-house language teacher(s) Problem: a lack of a central identity and pedagogical vision • How do you achieve language curriculum renewal & inter-knowingness?
  • 14. Mistaken Identities IV: Activism 4 CEAP – EAP as a pedagogy of liberation (Benesch 2001) Mistaken view of ‘empowerment’… Legitimacy – do the departments or students actually want this?
  • 15. Mistaken Identities IV: Activism 4 CEAP – EAP as a pedagogy of liberation (Benesch 2001) Problems: • A potentially inconsistent student language learning experience • professional image management – the EAP tutor as ‘political officer’ and unofficial student representative? • A head on clash with power structures?
  • 16. Evolution of thinking and practice at Durham…
  • 17. 3| EMERGING PLAUSIBILITY
  • 18. Tipping Point / crystallising notion: EAP as academic work
  • 19. EAP as Language Work EAP as Academic Work
  • 20. EAP as Language Work EAP as Academic Work Grammatical Accuracy Vocabulary Choice Spoken Fluency Pronunciation & Intelligibility (etc)
  • 21. EAP as Language Work EAP as Academic Work Grammatical Accuracy Understanding the Practices of the Academy Vocabulary Choice Disciplinary Differences Spoken Fluency Writing and Speaking for Content Learning Pronunciation & Intelligibility Integration and Synthesis of Reading (etc) (etc)
  • 22. from: language academic work work
  • 23. to: academic work language work
  • 24. Shift in Professional Identity (i): More legitimacy at Durham Greater sense of ability to contribute Discoursal shift  Plausibility
  • 25. Shift in Professional Identity (ii): Engagement in Scholarship Legitimate (peripheral?) Participation Research Activity & Researcher Learning
  • 26. Shift in Professional Identity (iii): Increasingly shared set of values and principles underlying our practice
  • 27. We’re beginning to think we know who we are (!) And this is helping us to: Forge connections Create collaborations
  • 28. Strategy: Waving the flag: presenting at every opportunity Getting a good rep: in every Durham department Watching our language: talking for academics
  • 29. Results: Doctoral training sessions Admissions training Geography Induction Course for UGs Committee representation
  • 30. Results: Visibility Raising Increased Plausibility Positive Feedback Reinforcing of emerging identity
  • 31. 4| TOWARDS A THIRD SPACE FOR LANGUAGE TEACHING
  • 32. Curriculum Renewal: (EAP as academic literacy…)
  • 33. Curriculum Renewal: E.g. Writing & Speaking: now always emerge out of (academic) reading Content matters. Cognitive challenge matters.
  • 34. Curriculum Renewal: E.g. Language work as the surface reflection of academic work e.g. the passive…
  • 35. Curriculum Renewal: Teaching the why… Genuine dialogic space between: language work & academic work student acculturation & empowerment
  • 36. Student Learning: Better preparation for Durham: Academy-invested sense of language work More realistic management of expectations Demystification of the road ahead
  • 37. 5| SUMMARY INSIGHTS & QUESTIONS
  • 38. Impacts of Being in a Third Space: Students are being increasingly better prepared Teaching materials are evolving in this new space We’re sitting at the table, not (we hope) on the menu !
  • 39. Impacts of Being in a Third Space: We’re sitting at the table: E.g. IT skills audit project Employability Skills Lecturer Training
  • 40. Summary Insights: Theorisation of Practice. Practicalisation of Theory ‘Epistemic Artefacts’ for change Dialogue. Collaboration. ‘With’ not ‘for’.
  • 41. Questions for MFL: What is the relationship (& dialogue) btwn lang. teachers & academics? Do lecturers teach language? Do lang. teachers engage in scholarship? How far does content matter? Does it change who you are as a teacher? Who your students are… and what they (should be) do(ing) with language? To what end?
  • 42. Questions for MFL: How far do (e.g.) international offices draw on language teacher expertise in language and culture (do they draw only on academics?)
  • 45.
  • 46. ABSTRACT + LINKS • Inherent power structures across departments and (mutual) ignorance are barriers to collaboration - and thus barriers to language curriculum renewal and teaching that meets learner needs. Through a narrative account of our own experience, we reflect in this talk on the highly productive inter-knowingness that has emerged and evolved between the English Language Centre and academic departments at Durham University. We relate how professional image management and the development of our own 'plausibility' among academic staff has led to a change in relationship, from 'working for' to 'working with'. Most importantly, we examine how this evolution has benefitted the student language learning experience. • Conference Link: http://www.dur.ac.uk/resources/mlac/aulc/conference2013timetable2.pdf • http://www.dur.ac.uk/mlac/aulc.2013/

Editor's Notes

  1. Frame this in terms of a view into different practice that may or may not have direct application for MFL – but is itself interknowingness.Keep coming back to student learning: without a firm sense of (academy invested) identity, students probably don’t get the best deal, given the context they’re in…
  2. Maybe important to hear that the ‘crisis’ comes from both sides: it would appear The Academy doesn’t quite know where to put us…and this means the Sector is, arguably, still a little unsure of itself – at least on the ground.
  3. Maybe important to hear that the ‘crisis’ comes from both sides: it would appear The Academy doesn’t quite know where to put us…and this means the Sector is, arguably, still a little unsure of itself – at least on the ground.
  4. In this view, there is no need for collaboration, as we (plural) have different jobs. We teach the English; departments take care of the rest. Crucially, this leaves ELCs open to privatisation, as ‘anybody’ can provide language training. Need to see this from the perspective of both the ELC and the departments, changing programme heads etc (and thus the need for collaboration, to continue the awareness raising). It also legitimizes a steady-state curriculum – which is what we tend to see in waves of EFL (and EAP) textbook editions
  5. In this view, there is no need for collaboration, as we (plural) have different jobs. We teach the English; departments take care of the rest. Crucially, this leaves ELCs open to privatisation, as ‘anybody’ can provide language training. Need to see this from the perspective of both the ELC and the departments, changing programme heads etc (and thus the need for collaboration, to continue the awareness raising). It also legitimizes a steady-state curriculum – which is what we tend to see in waves of EFL (and EAP) textbook editions
  6. Interesting to consider whether the label ‘lecturer’ impacts on self-perception and identity (we are ‘teaching fellows’ – that feels quite different). Key example of classroom impact: use of powerpoint in every EAP class.
  7. The story of our evolution in ideas and practice, and the benefits this brought – and continues to bring…
  8. Thediscoursal shift in particular is part of the ‘professional image management’ mentioned in the abstract.
  9. One of the knock-on effects here is on the kind of staff we hire now for PS – and our sense of the skills and knowledge they need to have to enact our curriculum
  10. + re-writing Section 1.3 of the Learning and Teaching Handbook.
  11. Cuts the right line, we think, between ‘the lecture’, the ‘language lesson’ and the ‘critical dialogue’ extremes that Chris alluded to earlier.Analogy here with the relationship we forged and try to sustain: two-way dialogue between the ELC and other University units (service and academic) – Canagarajah type (e.g. effect of EdD on discourse, teacher induction, speaking to Ss, and then speaking with depts)
  12. And feedback is good. E.g. Geography, Law School internal review.
  13. Plus, in passing, upcoming session on Jan 30 co-run by Judith Jurowska and Philip on ‘Academic Integrity’, coming out of the Geography project
  14. Interesting aside: in Northumbria MFL teachers were to be implicated in teaching EAP (mistaken identity 1)…
  15. Interesting aside: in Northumbria MFL teachers were to be implicated in teaching EAP (mistaken identity 1)…