From non-integrated language support to CLIL: five approaches to EAP support

1. From non-integrated language support to CLIL: five approaches to EAP support Dan Jones ELTU

2. Perspectives The institution

3. Non-integrated ESAPPLUS ESAP EGAP CLIL

4. contextualised decontextualised inauthentic authentic atomised complex general specific ELT EAP

5. The student Non-integrated

7. What students want… The heavy concern with language skills indicates that these students clearly regard English classes as places where they expect to learn English, and at a time when many writing teachers are expanding the content of EP writing courses to include critical thinking as well as a focus on the heuristic functions of writings. The question of writing requirements and needs, however, must also take into account the perceptions that writing students have about those requirements and needs. There is a mismatch between his own and his teacher's agenda Leki, I., & Carson, J. G.. (1994).

8. Firstly, the title of the course (English Language Bridging Course) seems to have misled many into thinking that they would be provided with the more mechanical skills of the language, such as vocabulary and grammar. Dooey (2010)

9. The student What can be done: Pre-sessionals Inductions Explicitly state where the language work is

10. Theacademicdepartment Non-integrated

11. What academic staff want The problem of problematising Casanave & Hubbard (1992)

12. Casanave & Hubbard (1992)

13. Casanave & Hubbard (1992)

14. Tuck (2015, my emphasis) When Sue (Distance Learning University) talked about sample marked assignments in interviews, she appeared to draw consistently on a ‘transparent’ model of writing, focusing frequently on ‘errors’; she also often framed student writing in terms of individual deficits, both intellectual and moral. For example, she refers to some students’ writing skills as ‘non-existent’ and in other cases to poor writing being the result of ‘laziness’ and frequently refers to student plagiarism.

15. Sue spends considerably more time engaging with what she calls ‘poor writing skills’. For example, she highlights errors; makes changes to students’ sentences and paragraphs to improve the ‘written expression’ at the level of grammar, vocabulary or formatting; composes and types her own exemplar text into student’s text; or cuts and paste sample wordings from other sources. The overwhelming impression emerging in interviews is that Sue experiences this work as a time-consuming distraction from what she believes is her core task: helping students ‘understand the science’. Tuck (2015, my emphasis)

16. Across the study, while participants sometimes sought visibility for some of this work within their disciplines – for example, if it chimed with institutional agendas such as employability – they also saw risks to professional identity in taking an interest in student writing. For example, one participant, Dan (Geography, Russell Group), remarked: ‘You wouldn’t [want to] be seen to devote too much attention to writing skills, that ain’t going to get you a professorship, you know what I mean?’ Tuck (2015, my emphasis)

17. The academic department What can be done: New staff inductions Staff development Peer observations Explicitly state where the language work is

18. The institution CBLT (CLIL)

19. The increasing popularity of CLIL is partly due to the European-level political support that it receives for being a useful means with which to increase the degree of multilingualism in Europe, partly its motivating forces arise out of current processes of globalization and internationalization with their challenges for language education (e.g. Cameron & Block 2002; Luke, Luke & Graham 2007). Dalton-Puffer et al (2010) But perhaps the main issues is that it is political conceived. The political issues often seem to be beyond us, if it seems a little futile to ask the question what would you do if you were starting from scratch – of course we would say we wouldn’t start from here. Bruton(2013)

20. CBLT • is politically conceived and ideological • is guided by top-down objective contains within it: • An epistemological approach • A methodology (of sorts) If CLIL is to be successful in the long run, it has to be based on a fair partnership that must take full account of the needs and learning outcomes of the content area. Georgiou. (2012)

21. EAP Does EAP in the UK HE context have this? Or is EAP is bottom up? Turner 2004 EAP is an economic and intellectual short cut The fall in dropouts may be due to a combination of better selection of universities, or courses, and better support for international students once enrolled. That is supported by figures showing that UK universities now have the highest satisfaction ratings of any anglophone nation among international students.

22. TheEAPdepartment ESAP EGAP

23. EGAP vs ESAP Blue (1988)

24. EGAP Issues • EGAP course not EGAP students • Motivation • Different subjects - different requirements • Transferability – the common core.

25. ESAP: Needs analysis What can students do? The gap is the rationale for the course What do students need to do?

26. Module specification • Who is the student? • Biographical details • Language clearance: pre-sessional, IELTS • Prior learning: academic culture • What do they do? • College, department, programme, course • Academic activities involved in: lectures, seminars, tutorials, labs • Reading: texts, genres, length, purpose for reading • Listening: length, expected outcome • Speaking: task, preparation • Writing: task, criteria, genre specific • How well do they do it?

27. The benefits of specs • Curriculum development • Administration of class • Teacher development The faultline • Who’s job is it? • Who’s paying for this? • Who’s toes are you stepping on?

28. Finding the balance ESAPPLUS

29. Language socialization is a dynamic, socially and culturally situated, multimodal, and often multilingual process with unpredictable uptake, intentions, behind- the-scenes power plays, investment on the part of learners, and outcomes. Such dynamics are particularly visible in academic communities. Duff (2010, my emphasis)

30. Reverse or contest marginalisation • Gives students authentic tasks • Gives recognition to the work of our students • Allow room for students to explore academic identity

31. Support and development for Postgraduate Research students

33. Non-integrated ESAPPLUS ESAP EGAP CLIL

34. EAP may have moved on, but have we left anyone behind? Does anyone have a vision of where we are going? How do we know what we do is what they need? What more can we be doing?

35. Blue G M (1988) “Individualising academic writing tuition”. In PC Robinson (ed) Academic Writing. Process and product, Oxford: Modern English Publications • Bruton, Anthony. "CLIL: Some of the reasons why… and why not." System 41.3 (2013): 587-597. • Casanave, Christine Pearson, and Philip Hubbard. "The writing assignments and writing problems of doctoral students: Faculty perceptions, pedagogical issues, and needed research." English for Specific Purposes 11.1 (1992): 33-49. • Dalton-Puffer, Christiane, TarjaNikula, and Ute Smit, eds. Language use and language learning in CLIL classrooms. Vol. 7. John Benjamins Publishing, 2010. • Dooey, Patricia. "Students' perspectives of an EAP pathway program." Journal of English for Academic Purposes 9.3 (2010): 184-197. • Duff, Patricia A. "Language socialization into academic discourse communities." Annual review of applied linguistics 30 (2010): 169-192. • Glendinning, Eric H., and Hellen Mantell. Write Ideas: An intermediate course in writing skills. Longman, 1983. • Georgiou, Sophie Ioannou. "Reviewing the puzzle of CLIL." ELT journal 66.4 (2012): 495-504. • Leki, Ilona, and Joan G. Carson. "Students' perceptions of EAP writing instruction and writing needs across the disciplines." Tesol Quarterly 28.1 (1994): 81-101. • Tuck, Jackie. "‘That ain't going to get you a professorship’: discourses of writing and the positioning of academics’ work with student writers in UK higher education." Studies in Higher Education (2015): 1-15.