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Matt Lawrence

Matt Lawrence. Outline. Workshop for careers advisors. Students’ proofreading expectations Careers advisors difficulties making sense of language + time constraints. TENSION. Perceptions of language support at university. Study aboard. Employability attributes. critical thinking

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Matt Lawrence

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  1. Matt Lawrence

  2. Outline

  3. Workshop for careers advisors Students’ proofreading expectations Careers advisors difficulties making sense of language + time constraints TENSION

  4. Perceptions of language support at university Study aboard

  5. Employability attributes • critical thinking • creativity • problem-solving • decision-making • personal effectiveness • commercial awareness meaning is constituted through language SPECIFIC LANGUAGE DEVELOPMENT MAY BE A PRIORITY (Kneale, 2009)

  6. Lindsay’s CV: “I want to work in a bank.” “As a influential teacher, my students all cried when they know I am going aboard , and they saw me off at the airport which far away from school , that was really impressed me.”

  7. CV extract Appropriacy for context Metalanguage “As a influential teacher, my students all cried when they know I am going aboard , and they sawme off at the airport which far away from school , that was really impressed me.” Elicit relevant examples Succinctness; action verbs

  8. Extract from covering letter “As I am not a British citizen, I will need to renew my visa within a year. My university grades do not follow the expected patterns of UK education system, but I can provide a transcript.” (Prospects: example covering letter, 2009)

  9. Covering Letter Positives of the international experience (Crossman & Clarke, 2010) ‘Othering’ (Pennycook, 2001) Noticing; critical appraisal Sufficiency, relevance Planning

  10. English for employability “Encourage learners to develop analytic skills rather than teaching particular formulae or strategies.” (Marra, 2013: 180)

  11. What was useful in the workshop?Careers advisors said…. “Metalanguage activities.” “How best to help students, not just correct.” “Considering practice from a slightly different perspective.” “Look at the theory behind practical advice.”

  12. VIPER • Values • Intelligence • Performance • Engagement • Reflection Hinchliffe and Jolly, 2011

  13. Conclusion: language for employability • has linguistic, cognitive and socio-cultural learning benefits • involves future collaboration • can significantly enhance pedagogy helping students envision, articulate and navigate their transition towards their future aspirations

  14. Bibliography • Crossman, J., & Clarke, M. (2010). International experience and graduate employability: stakeholder perceptions on the connection. Journal of Higher Education, 59, 599-613. • Hinchliffe, G. W., & Jolly, A. (2011). Graduate identity and employability. British Educational Research Journal, 35(4), 619-638. • Kneale, P. (2009). Teaching and learning for employability. In H. Fry, S. Ketteridge, & S. Marshall, A Handbook for Teaching and Learning in Higher Education (pp. 99-111). London: Routledge. • Marra, M. (2013). English in the Workplace. In S. Starfield, & B. Paltridge, The Handbook of English for Specific Purposes (pp. 173-192). Oxford: Wiley-Blackwell. • Prospects. (2009). An example of a covering letter [online] Available at: http://ww2.prospects.ac.uk/downloads/documents/prospects/IDD/Special%20Interests%20Series/CVs/2009/covering_letter_international_student.pdf Retrieved: 13/12/2013 • Pennycook, A. (2001). Critical applied linguistics: a critical introduction. London: Taylor & Francis. • Turner, J. (2011). Language in the Academy: Cultural Reflexivity and Intercultural Dynamics.Bristol: Multilingual Matters.

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