Journal of Writing Research - JoWR. Research in Theory and Practice of Writing | English 621 at Eastern Michigan University. Writing English as a Global Language. By Martin A. Schell How often do you consider the possibility that the words you write will travel beyond North America, either in their original form or in translation? In most cases, you can't anticipate the number of languages that your work might be translated into nor the skill of the translators. However, there is something you can do to ensure that your meaning will be conveyed more accurately throughout the world: write the original English version as clearly as possible. When writing for a global audience, it is essential to adopt an attitude of inclusiveness that embraces readers who are unfamiliar with North American idioms and who may be incompletely fluent in our language.
If a reader's native language is not among the handful of languages that your document has been translated into, he or she would much rather read "Global English" than English that is full of buzzwords, euphemisms, and unexplained acronyms. 1. 2. 3. 4. Broadening Your Cultural Perspective 1. 2. 3. Martin A. UK universities failing to bridge culture gap for foreign students | The EAP Practitioner. MA Teaching English for Academic Purposes (TEAP) - The University of Nottingham | The EAP Practitioner. I'm a teacher. Can I still be me? I had to invigilate a test yesterday.
I hate invigilating (and testing, but I’m coming to that later) so I armed myself with a copy of How Languages are Learned from the DELTA reading shelf* and reluctantly sat down in front of my thirteen – unlucky for some – advanced level, adult students. We discussed International House rules about not talking, not showing your paper to other students, etc. So far so standard. You may begin. About fifteen minutes into the test (or halfway through ‘behaviourism’ in HLAL) two students at the back of the room started discussing an answer. I gave them what was, I thought, a no-nonsense sort of stare, and they desisted. Uh-huh. “You guys, seriously, test conditions,” I said, not sternly enough.
Silence returned until someone else put up their hand and asked me to pretty much translate the reading passage, and that was it. “I also need to go out,” said a student who has never drawn me anything. “What does ‘summary’ mean?” “Okay, enough!” Me too. Should we know what we're talking about? E(S)AP Teacher knowledge | The EAP Practitioner. The Construction of Professional Identity in EAP... | The EAP Practitioner. Teapcourseinformation.
EAP Teacher Competency Framework. BALEAP has published a framework of the core competencies that EAP teachers need to bring to their role in order to fulfill its functions completely. The framework was developed using a 3-stage survey of EAP practitioners between April 2005 and January 2006, and further evaluated in a conference workshop in April 2007. The competencies, thus, reflect best practice as viewed by experienced practitioners.The framework is intended to provide guidance for the professional development of teachers, and those responsible for training them. Eleven core competencies are specified at masters level under the following headings : academic practiceEAP studentscurriculum developmentprogramme implementation.
These are subsumed in a single overall competency statement as follows : To obtain a copy of the competency framework in booklet form, please contact us. Download the Competency Framework [Acrobat PDF 1.7MB ] EAP: how is it different from other forms of ELT? | TeachingEnglish | British Council | The EAP Practitioner.