It’s not just about language: the Leeds content-based pre-sessional

1. It’s not just about language: the Leeds content-based pre-sessional • Outline • Motivation for the content-based approach • The course • Structure of the new programme • The academic content • The language seminars • Reflections, thoughts and comments Jane Brearley, Language Centre Elaine Lopez, School of Education University of St Andrews 27 February 2016

2. Background • Changes to UKVI policy • Courses below degree level (e.g. Foundation IFY and pre-sessionals) require applicants to hold an IELTS from an approved SELT centre to make a successful visa application. • There is only a limited number of UKVI approved SELT centres globally. • HEI admitting students to study at degree level or above are allowed to choose their own way to assess the student’s English language competence. • If a pre-sessional course is offered as part of the degree course (e.g. taught master) then it can benefit from the same discretionary arrangements.

3. Why are we doing CBPS? • UKVI • Single CAS • Secure IELTS needed for short-term courses • Integration with academic departments

4. What is the change? –programmes now Current Summer Programmes 10 Week intake (July): Academic English Business Management Academic English Postgraduate Study Academic English Undergraduate Study General English (no progression) 6 Week intake (August): Academic English Business Management Academic English: InterComm (for Media/AMC). Academic English Postgraduate Study Academic English Undergraduate Study General English (no progression) Pass for progression

5. What will it look like? Content Lecture 3 (Input) Content Lecture 2 (Input) Content Lecture 1 (Input) Language Seminars (Working with input) Language Seminars (Working with input) Language Seminars (Working with input) And in future? First four week strands Six week strands Automatic progression

6. 10 week and 6 week 10 6

7. Academic Input • Three two-week ‘modules’, each centering around one core (2 hour) input session • Reading lists and input (e.g. lecture) • Emphasis on what students will encounter: • Types of text • Modes of presentation • Outputs expected • Participation expected (academic available half a day a week for questions etc.)

8. Academic leads have been asked to give: • The overall title/topic of the course strand • Brief description of the content of the strand • For each module of the strand: 1, 2 and 3 • Lecture title • Brief description of lecture • A core reading list (up to 5 texts) • A suggested reading list (wider; items not listed in the Core Reading)

9. Academic leads have been asked to give: • An indication of any particular useful focus • quantitative research methods • qualitative research methods • reading of complex theoretical texts • reading of empirical studies • reading of non-academic texts (please explain) • poster presentations • other presentation skills • ability to work in groups   • An indication of which type of writing is most appropriate • extended essays • case studies • lab reports • reflective writing • exam answers • other

10. Criteria and constraints • No overlap with the content of any existing modules • Of interest/ relevance to students across the School of Education and Linguistics (not just TESOL)

11. Developing Academic Input • Choosing topics • Focus on research interests • Help from administrators • Conversations with School of Education colleagues • Conversations with the Language Centre • Selecting appropriate readings • Developing the content • Writing the lectures and essay questions • Advising LC colleagues on content/development/materials

12. The language seminars • LEARNING OUTCOMES • On completion of the module, students should: • Be able to use and manipulate written and spoken academic language to suit a clear communicative purpose, including having a wide lexical resource, a range of appropriate structures and the ability to use these coherently, accurately and fluently • Have begun to develop an awareness of subject specific genre, discourse and rhetorical function; making appropriate choices in relation to audience and purpose at whole text, paragraph and sentence level • Have begun to develop an ability to follow subject specific academic conventions in both spoken and written tasks, such as referencing, citations, synthesising sources and their own argument, meeting task requirements, turn taking and building collaborative understanding   • Be developing a critical approach to their own work and the work of others through use of a range of sources, counter-argument and/ or evaluation; development of an argument with a clear position   • Be able to work effectively with others on a discipline specific task;   • Have begun to critically reflect on their own learning and demonstrate awareness of resources and techniques they could employ to continue their own development   • Be able to communicate an awareness of the cultural and ethical issues of academic study within the field of Education   • LANGUAGE FOR EDUCATION • Language Acquisition: an introduction to learning and cognition • Module 1: Child language learners (outline and reading) • Module 2: Studying second language learning (outline and reading) • Module 3: The effect of working memory on language learning. (outline and reading) • Tasks • Assessed essay (titles set by academic lead: modules 1 and 2) • Assessed presentation (an area of interest in the individual student’s subject specialism/ a topic in relation to the lectures) • Assessed reflective writing consists of two texts (300 words minimum) on (1) choice of essay title and (2) the essay writing process

13. The language seminars • LEARNING OUTCOMES • On completion of the module, students should: • Be able to use and manipulate written and spoken academic language to suit a clear communicative purpose, including having a wide lexical resource, a range of appropriate structures and the ability to use these coherently, accurately and fluently • Have begun to develop an awareness of subject specific genre, discourse and rhetorical function; making appropriate choices in relation to audience and purpose at whole text, paragraph and sentence level • Have begun to develop an ability to follow subject specific academic conventions in both spoken and written tasks, such as referencing, citations, synthesising sources and their own argument, meeting task requirements, turn taking and building collaborative understanding   • Be developing a critical approach to their own work and the work of others through use of a range of sources, counter-argument and/ or evaluation; development of an argument with a clear position   • Be able to work effectively with others on a discipline specific task;   • Have begun to critically reflect on their own learning and demonstrate awareness of resources and techniques they could employ to continue their own development   • Be able to communicate an awareness of the cultural and ethical issues of academic study within the field of Arts and Humanities • LANGUAGE FOR ARTS AND HUMANITIES • Theme - Thinking • Lecture 1: On thinking. (outline and reading) • Lecture 2: On thinking and creativity. (outline and reading) • Lecture 3 : Reflection (outline and reading) • Tasks • Essay • Presentation • Reflective writing/Rationale How will we get there? (Put yourself in the students’ place because of academic content)

14. The syllabus • LEARNING OUTCOMES • On completion of the module, students should: • Be able to use and manipulate written and spoken academic language to suit a clear communicative purpose, including having a wide lexical resource, a range of appropriate structures and the ability to use these coherently, accurately and fluently • Have begun to develop an awareness of subject specific genre, discourse and rhetorical function; making appropriate choices in relation to audience and purpose at whole text, paragraph and sentence level • Have begun to develop an ability to follow subject specific academic conventions in both spoken and written tasks, such as referencing, citations, synthesising sources and their own argument, meeting task requirements, turn taking and building collaborative understanding   • Be developing a critical approach to their own work and the work of others through use of a range of sources, counter-argument and/ or evaluation; development of an argument with a clear position   • Be able to work effectively with others on a discipline specific task;   • Have begun to critically reflect on their own learning and demonstrate awareness of resources and techniques they could employ to continue their own development   • Be able to communicate an awareness of the cultural and ethical issues of academic study within the field of Arts and Humanities • Part 1: On thinking – the concept of thinking and critical thinking •  Listening with a purpose - Reflecting on input - Note-making 1 • Structure of texts - Finding the argument • Seminars -Preparing your thoughts, preparing for seminars, discussing concepts, engaging in seminars • Presentation skills •  Part 2: On thinking and creativity. • Note-making 2 - Thinking on paper - planning an outline • Dealing with secondary reading - Sourcing texts - Summarising and paraphrasing • Text structure - paragraph structure - coherence in texts - Building an argument •  Part 3: The use of reflection • Reflection • Group and peer practice - dealing with criticism. • Supporting a point of view. • Building autonomy - Developing academic self-awareness • Using reflection for future action Tasks Essay Presentation Reflective writing/Rationale

15. Reflections, thoughts and comments • It’s not just about language • Helping the Language Centre • Controlled, systematic way to access departments and receive information about course content • Helping the academics • Internationalisation

16. Thank you for listening That is the end