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Teaching English

Teaching English. Jane Saville School of English, Linguistics and Communication University of the West of England. Outline. How do we support international students at UWE regarding their use of English? Pre- sessional courses In- sessional courses Subject-specific courses

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Teaching English

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  1. Teaching English Jane Saville School of English, Linguistics and Communication University of the West of England

  2. Outline • How do we support international students at UWE regarding their use of English? • Pre-sessional courses • In-sessional courses • Subject-specific courses • How do we set-up, design and teach EAP at UWE? • What are usually the issues with university EAP provision?

  3. Pre-sessional English Programmes (PEP) • A fee-paying, 4-term programme with 4 entry points according to level. 20-23 hours per week class contact • Designed to help students acquire the appropriate English Language level and academic skills for entry into Higher Education in the UK • Term 1 takes students with an IELTS score of 4.0 (UG)/4.5 (PG)

  4. Minimum entry requirements for UWE are: Undergraduate study IELTS 6.0 Postgraduate study IELTS 6.5 but this depends on the subject discipline • Term 4 (8 weeks in the summer) has students for whom it is a part of the entry requirement

  5. In-sessional: general / ACES ACES on YouTube • The ACES programme offers: Workshops (3 hours long, twice a term) on: - Listening - Assignment writing - Seminar skills and presentations - Reading journal articles - English grammar • Writing your dissertation • Pronunciation

  6. Courses (once a term 12 weeks=24 hours long) • Academic Writing Skills • Further Academic Writing Skills • Intercultural Communication • One-to-One meetings • Drop-in sessions (lunchtime in the Student Bar!) • Consultations by appointment (30 mins in length)

  7. In-sessional: subject-specific programmes • Modified AWS for Education and Nursing • Support for Business and Law – 50% online / 50% in individual 20 min slots and some plenary classes • 2 week Pre-sessional for Business and Law in September

  8. EAP at UWE: set-up and design • Constantly evolving! Language support/ ULP/ Foundation Programme • Setting up the programme: - market analysis - funding • Provision/ design: market analysis . What are other universities doing? • Reaching the students: • Contacting the programme leaders/faculties • Using university publications • E-mailing students • Using student recommendations

  9. EAP at UWE: the student voice • Provision dependent on: a) resources b) student needs analysis (deficiency analysis) E.g. Write a short essay/edit a piece of writing to assess writing skills • Test the students or use self-analysis. E.g. Further Academic Writing Skills first class form.docx Further Academic Writing Skills first class form results.docx

  10. The student voice and lecturer observations: what we can infer! • Students appear to need language improvement/development as well as skills! • Students are often not as proficient as their test entry scores indicate • Students are not able to analyse their needs very precisely: back to testing/ subject specific lecturer referrals?

  11. Teaching: some samples from FAWS • EU Tempus Extracts from FAWS Unit 8 .docx • EU Tempus Extracts from FAWS Unit 9.docx

  12. Student assessment • E.g. FAWS Currently, a 1,500 mini-project for coursework and a 5-10 minute presentation for exam. Proposed changes: Coursework 60%: project outline plus sample(s) of extended writing (1000 words) / Exam 40%: in-class test of academic language and style.

  13. Reasons for proposed change: - to encourage completion of assessment - to enable one assessment to be adaptable for needs of faculty-specific variations of module • to include language assessment • to enable the student to focus on areas of self-identified/lecturer-identified difficulty • Everything can be modified/changed!

  14. Conclusion: issues with university EAP provision • Subject specific or general? • Skills or language? • Free or fee-paying? • Compulsory or voluntary? • Credit-bearing or non-credit bearing? • Student-led content or prescribed? • In-house or published textbook? • Pre-sessional or in-sessional? • Reaching and assessing the students • FAWS 2010-11 Fatemah's presentation on ageing.pptx

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