Lexicoblog: Semi-academic sources in EAP: An interview with a New Scientist journalist (1) Part one: Structure and content In the past few years, I’ve come across several EAP teachers who are advocates of using what could be described as ‘semi-academic’ texts in class.
By this, I mean articles from magazines such as New Scientist, National Geographic or the Economist. The Four Levels of Reading Every Student Should Know About. January 20, 2016How to Read a Book by Mortimer J.
Adler and Charles Van Doren is one of the most celebrated classic works in the reading literature. It was first published in 1940 and then revisited and updated in an edition that was released in 1972. Since its publication millions of copies have been sold and is still widely circulating among education circles as a required reading text. It’s true that the book was conceived in a ‘pre-digital’ era but its content is still relevant even now that the digital text is predominantly prevalent.
Andy Gillett, University of Hertfordshire Introduction. At the ESP SIG general meeting at Keele, there seemed to be a general lack of knowledge about EAP. What is EAP? Who are EAP lecturers? EAP is a branch of ESP in that the teaching content is matched to the requirements of the learners. First ESP is goal directed - the students are not learning the English language for the sake of it, but because they need to use English. Even so, EAP has not been mentioned very often in the standard ESP methodology books up to now. Courses. EAP courses are very often pre-sessional courses. EAP courses can also be in-sessional courses. EAP/Study-Skills. There is often discussion whether these two terms - EAP and study skills - mean the same.
Academic Writing Classes. BALEAP - The Global Forum for EAP Professionals. Journals Journal of English for Academic Purposes (JEAP) www.sciencedirect.com/science/journal/14751585 Articles, book reviews, conference reports, and academic exchanges in the linguistic, sociolinguistic and psycholinguistic description of English.
Language Box: EAP. In this video, Richard Galletly (Academic English lecturer at Aston University) presents a guide to avoiding plagiarism in your writing, and introduces some ideas to help with your referencing.
This guide is intended for students at UK universities in undergraduate and postgraduate courses. The ideas found here are a synthesis of the current research into plagiarism and how to avoid it, including ideas from East (2009), Ellery (2008) and Hyland (2010). The concept of using summarising and parpaphrasing to avoid accidental plagiarism is questioned here, and the use of effective reflection, discussion, critical evaluation and commentary on sources is encouraged.
This video is available as part of a collection of shared open educational resources for the FAVOR project and available in languagebox.ac.uk/profile/1239 . The Best Websites For Developing Academic English Skills & Vocabulary. Use magic to teach and learn academic language in my new NY Times post that includes a student interactive and teaching ideas.
This is latest in my “The Best….” series of lists. Like the resources on most of the others, the sites on this list can be helpful to both English Language Learners and native-English speakers alike. Certainly, all my mainstream students need assistance in developing a mastery of academic English. One way this list is different from the others is that I don’t rank them in terms of which ones I like the best. Academic Reading Circles. Academic Reading Circles (ARC) is an intensive reading approach whose components work on the basis that language learners develop deep textual comprehension better through initial collaboration than if tackled alone.
The purpose of ARC is to improve learner engagement with and understanding of concepts in non-fiction texts, like those encountered in higher education courses. Learners engage with a text through different lenses that draw attention to specific types of information, and they co-construct knowledge discovered from these lenses for a clearer overall picture of the meaning and significance of the text. This book provides teachers with the roles, the procedure, and the sample activities to improve learner use of course texts.
This book is aimed at: Teachers whose courses involve reading intensivelyTeachers who want their learners to engage more meaningfully with course textsTeachers in English for academic purposes contexts Go to the companion website. MindSet: A Book written by Carol Dweck. Teaching a growth mindset creates motivation and productivity in the worlds of business, education, and sports. Death of the dictionary? – learning technologies in EAP. Three years ago, at a British Council seminar in London Michael Rundell, editor in chief at Macmillan Dictionaries, posed the question “Who needs dictionaries?”
Certainly the idea of payi ng for a dictionary is something that is rapidly looking outdated, as there is a wide range of free dictionaries available on the Internet, some specialising in specific fields, others aimed at different types of learner. In addition, there are corpora and search engines, which we can train students to use in researching language, whether these are general purpose search engines (e.g. Google), tools aimed at specialists in linguistics (e.g. Sketch Engine), or tools aimed at meeting the needs of teachers and students (e.g. 5 Online Games That Teach Kids the Art of Persuasion. By Tanner Higgin, Graphite If there’s one thing that games can teach really well, it’s systems thinking.
Getting good at a game like Portal, for instance, means learning its physics engine. When the game’s over, it’s only natural to draw comparisons between how things move, fall, and interact in the game and physical worlds. Similarly, building nations in Civilization exposes players to complex political, social and cultural relationships they can see reflected in global history. These examples are, admittedly, a bit old hat. The following five games do just that by modeling the work of argumentation.
Learning technologies in EAP. Digital literacies for EAP students: who’s responsible? – learning technologies in EAP. As a middle-aged man teaching EAP (English for Academic Purposes) and technology (sometimes) to students half my age I do wonder about the term ‘digital native’ and how it absolves me of a lot of responsibility.
My students seem so at ease with computers, smartphones and tablets, it’s difficult to imagine that I could possibly pass on anything useful about technology that they don’t already know. Compare their seeming comfort with my own painful introduction to computers in my mid-twenties and ongoing struggles with them and I feel it would be the most incredible impertinence to try to teach them anything. But I know this is an intellectual dodge, and one that most EAP teachers do. Spend a few hours teaching EAP students and it soon becomes clear that they are digital natives only in a very restricted sense of the term.
Comfortable does not mean competent. International students: how to teach them alongside native speakers. As I stood with a professorial colleague outside a coffee shop on our London campus one November morning, a group of Chinese students spotted me and ran in our direction. Each took off one glove and threw it at my feet. They then picked them up and ran away waving and giggling. WOOP to and through college. Jurassic Academic.