Catherine Beswick University of Nottingham April 2019

1. Information overload to knowledge development: transforming tutor induction on a summer presessional Catherine Beswick University of Nottingham April 2019

2. Outline • CELE Online Tutor Induction (OTI) • Feedback from tutors & coordinators • Challenges for tutors new to EAP • Potential of the Online Tutor Induction • Where next?

3. Our process: CELE Online Tutor Induction • Initial aims: • To provide timely support and information for tutors • To provide support for course coordinators – information in one place • To improve student learning and the student experience (through better preparation and support for staff)

4. Feedback from tutors & coordinators Key successes • Overall feedback was overwhelmingly positive • Tasks very useful • Sections very useful • Impact on the face to face (f2f) induction - discussion, debate, engagement, community building • Provided practical suggestions for improvements for 2019 “puts EAP into context” “an early entrance into rethinking as part of a team” “a good flavour of the course which could then be supplemented at the face-to-face induction” “used to ‘ease’ into the programme”“very useful! Great discussion in face to face induction“ “really helpful insights”“led to some productive discussion in the face-to-face induction” “not being overloaded with too much info all at once” “Good- thought provoking” “tutors were prepared to discuss key areas and many questions were already answered”

5. Feedback from tutors & coordinators Suggested areas for review/development • Content • Clarity of tasks • More examples! • Content on reflection • Develop EAP theory section • More explicit links between sections • Number of compulsory tasks • Navigation • Navigation and links • Content organisation and signposting of tasks • Timing of tasks • Tutors not completing tasks prior to f2f induction • Task priority • Face to face induction • Integration of OTI & f2f inductions • Returning tutors • Different focus for returning tutors

6. Tutors new to EAP EAP Practitioners “often enter the field initially by being employed on temporary contracts, such as on the large summer pre-sessional courses in the United Kingdom” (Ding & Bruce 2017:105) • 13 out of 38 tutors had 0-2 years EAP experience (8 had no previous EAP experience prior to joining) Most time spent on: • aims, outcomes and methodology • sample lesson and materials • teaching EAP • assessment

7. Key challengesfor tutors new to EAP Alexander (2010), Post (2010), and Campion (2016) reported key challenges for new EAP teachers as: • Understanding what EAP involves • Understanding how EAP and ELT differ • Understanding EAP materials • Understanding student needs in the disciplines • Delivery – making it relevant, authentic and interesting • Teaching critical thinking • Personal insecurities

8. Addressing these challenges • Information: clearer, more detailed information about what the role might involve • Collaboration: talking to other teachers, asking questions, peer observation, sharing practice (but issues of heavy workload) • Ongoing development process: “opportunities for longer-term, on-going development initiatives are what teachers find to be most valuable” (Ding & Campion 2016: 552) Campion 2016, Ding and Bruce 2017, Ding and Campion 2016, Alexander 2010, Post 2010

9. Potential of the Online Tutor Induction Authentic EAP content and context Engagement Control Autonomy CONTENT AND CONTEXT Authentic EAP content and context • Video(s) of EAP teaching • Materials – video and through task • Feedback on written work • Assessment – student examples and marking criteria • Tutorial scenarios Information • Practical • Theoretical Tasks – provide opportunity to: • Engage more deeply with content • Reflect and form questions • Learn by doing • Prepare for f2f induction ACCESSIBILITY AND TIME • Self access – manage own time and time-zone • Website • Opportunity to revisit, dip in and out • IMPACT on F2F INDUCTION • Saves time • Resource • Creates space for: discussion, debate, sharing practice, community building REDUCE CHALLENGES FOR NEW EAP TUTORS Understanding what EAP involves Understanding how EAP and ELT differ Understanding EAP materials Understanding student needs in the disciplines Delivery – making it relevant, authentic and interesting Teaching critical thinking Personal insecurities Collaboration Discussion

10. Ongoing development of tutors

11. Where next? • Context – growth of summer presessional courses • Investing in and developing our tutors – particularly those entering the field of EAP • Development as beyond ‘information-giving’ in a short induction Questions for you • What do other institutions provide by way of induction? • Is an online tutor induction a positive way forward? • What are we missing? • Could it work in your institutions? • Alternatives? • Thoughts, suggestions, critical comments

12. References Alexander, O. (2010). The Leap into EAP: the role of the BALEAP competency framework in the professional development of new EAP teachers. Retrieved from: http://www.uefap.com/baleap/teap/oa_bilkent.pdf 28/9/18 BALEAP (2008). Competency Framework for Teachers of English for Academic Purposes.  Retrieved from http://www.baleap.org.uk/teap/teap­competency­framework.pdf 28/9/18 BALEAP (2014). The BALEAP TEAP Scheme 2014. Retrieved from: https://www.baleap.org/wp-content/uploads/2016/04/TEAP-Scheme-Handbook-2014.pdf 2/4/19 Campion, G. (2016). ‘The learning never ends’: Exploring teachers’ views on the transition from General English to EAP. Journal of English for Academic Purposes, Volume 23, September 2016, P59-70 https://doi.org/10.1016/j.jeap.2016.06.003 Ding, A., and Bruce, I. (2017). The English for Academic Purposes Practitioner: Operating on the Edge of Academia. London: Palgrave Macmillan Ding, A., and Campion, G. (2016). EAP Teacher Development in Hyland, K., Shaw, P. (Eds.). The Routledge Handbook of English for Academic Purposes. London: Routledge. Post, D. (2010). The transition from teaching General English to English for academic purposes: An investigation into the challenges encountered by teachers. Bath, The University of Bath