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EBL 4 EAP

EBL 4 EAP. Steve Kirk. EBL. EAP. ?. Lit. Rev. MFL. EAP :. Content. Context. Values / Priorities. ( disc .). EAP Context. Academic Concepts Research Question; Thesis ; Research Space Synthesis of arguments from academic sources Citation & Referencing Avoiding Plagiarism.

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EBL 4 EAP

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  1. EBL4EAP SteveKirk

  2. EBL EAP ? Lit. Rev. MFL

  3. EAP: Content Context Values/Priorities (disc.)

  4. EAP Context

  5. Academic Concepts • Research Question; Thesis; Research Space • Synthesis of arguments from academic sources • Citation & Referencing • Avoiding Plagiarism EAP Content

  6. Language & Structuring for Academic Literacy • Common academic genres • = abstract; literature review; problem-solution text; empirical research report; case report • The ‘Vocabulary Shift’ • Nominalisation • Hedging EAP Content

  7. Basic Research Skills • Using the library • Using e-journals/databases • Notetaking skills; Mindmapping • Bibliography building EAP Content

  8. Cultural Expectations of UK HE • (95% PS Students: Non-European…) • Questioning of ‘authorities’ (lecturers; reading) • …i.e. Taking a Critical Stance EAP Content

  9. EAP Values/Priorities

  10. EAP Values/Priorities

  11. Bloom’s Taxonomy Evaluation Synthesis Analysis Application Comprehension Knowledge

  12. EBL in EAP deeper learning (Bloom) constructivist view of learning autonomy (through interdependence)

  13. EBL in EAP emergence of (critical) voice • discovery learning • self/peer-assessment

  14. empowering learners: • lang-as-choice EBL in EAP T : facilitator /manager of learning • process views of writing, learning , development • Valuing the I’m-writingover the I’ve-written (Cioffi 2005)

  15. EBL in EAP • pyramided discussions group learning • collaborative problem solving

  16. EBL in EAP learning is doing (some bitter experience…) = essential:

  17. EBL in EAP = essential: cultural capital

  18. EBL in EAP = essential: culturalneed mug&jug marketplace • (lecturers give; teachersget) • (languages are learned, not taught)

  19. The Literature Review the why the what the how

  20. (L.R.) the what plagiarism loop input: process=product

  21. (L.R.) the why transferable skills

  22. (L.R.) the how (handout)

  23. Experience of EBL processes? learner-led content Discipline-Specific Literature Review Scaffolded Lit. Rev. teacher-led process learner-led process Plagiarism Lecture teacher-led content

  24. = EBL? (disc.?) you decide

  25. LR: Emergent Value transferable (research/academic) skills critical reading (deep/’vertical’) summary writing (extracting the essential) referencing/citation e-catalogue searches (‘power browsing’/’horiz.’) synthesising arg’s from multiple sources taking a personal-yet-academic stance: voice (thesis / research niche)

  26. MFL? the cut&pastegeneration (?) NSs:

  27. MFL? • ‘Getting by with Google’1 horizontal ‘powerbrowsing’ forinformation lackof evaluation of sources (forreliability) lackof analysis & criticality fearsof failure fear of risktaking consequence (?): plagiarism

  28. MFL? business texts • genre-oriented approach • for • MFL academic literacy

  29. MFL? journalistic texts • genre-oriented approach • for • MFL academic literacy

  30. MFL? narrative texts • genre-oriented approach • for • MFL academic literacy

  31. MFL? academic texts • genre-oriented approach • for • MFL academic literacy

  32. so,

  33. EAP4MFL4EBL

  34. EBL EAP ? Lit. Rev. MFL

  35. EBL MFL ? Lit. Rev. MFL

  36. EBL MFL ? EAP MFL

  37. EBL MFL R EAP S W context/ culture-appropriate

  38. Slide 9: Ballard, B. and Clanchy, J. (1984) Study Abroad: A Manual for Asian Students. Malaysia: Longman. In Jordan, R. (1997) English for Academic Purposes. Cambridge: Cambridge University Press. p.96 • Slide 11: Bloom’s Taxonomy: adapted from Bloom, B.S. (ed.) (1956) Taxonomy of Educational Objectives: The Classification of Educational Goals: Handbook I, Cognitive Domain. London: Longmans. • Slide 23: Adapted from McMorrow, J.M. (2008) PCL in the Larger Curriculum: Enquiry-Based Learning in Humanities at Manchester http://www.campus.manchester.ac.uk/ceebl/resources/casestudies/ • Slide 27: 1University College London (UCL) CIBER Group. (2008). Information Behaviour of the Researcher of the Future (CIBER Briefing paper; 9). London References

  39. thank you EAP4EBL4EAP Qs?

  40. s.e.kirk@durham.ac.uk

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