Content & Language Integrated Learning Do EAP Textbooks ... · organisms to their environments...

AG:1A – Content & Language Integrated Learning

Do EAP Textbooks meet the Pedagogical

Challenges of Providing Teaching Materials for

Diverse EAP Classrooms?

Mrs. Mahaesvary Kayser & Dr. Anna Makarova

Foreign Languages Centre (FZHB)

University of Bremen

Inhalt & Vielfalt: Neue Herausforderungen für das

Sprachenlernen und -Lehren an Hochschulen

5. Bremer Symposion 2015

AG:1A – Content & Language Integrated

Learning

“…EAP books

do not target my

students…”

“Not all subjects were

relevant and the note

taking exercises were

something they

seemed familiar and

comfortable with.”

“…the (textbook)

materials quickly

become dated and

are generally not

geared towards a

particular field…”

Do EAP Textbooks meet the Pedagogical Challenges of Providing Teaching Materials for Diverse EAP Classrooms?

Mahaes Kayser & Anna Makarova FZHB

Learning

Part 1

1.Developing Teaching materials for diverse EAP contexts -

pedagogical challenges

2.Findings of preliminary surveys of teachers and learners

Part 2

Developing supplementary teaching materials for EAP & ESP

Classrooms

Conclusion & Outlook

References

Learning

Part 1 – 1. Teaching materials for diverse EAP contexts:

pedagogical challenges

a. Understanding EAP – Focus on Content vs Language

b. Materials

i. using textbook or tailor-made materials?

ii. adapting the textbook

iii. writing supplementary materials

iv. getting support (internal & external) – time, training, cost

c. Assessment methods

d. Learners – perception of EAP, motivation levels

e. Course constraints – duration, no. of participants, cost

Learning

Part 1

2. Findings of preliminary on-line surveys of teachers and

learners

a. Teachers

b. Learners

c. Preliminary conclusions

Learning

Where are your foreign learners from?

Learning

Disciplines

Learning

Kayser & Makarova

BWL & Economics

Sociology

Geography

Public Health

Engineering

Biology

Mgt. Consulting

History

Media & Communications

No specific discipline

Learners - Disciplines

Learning

Learners:

Country of Origin Native language L1

Kayser & Makarova

Germany

Russia

Brazil

Turkey

Kazakhstan

German

Russian

Turkish

Portuguese

Learning

Which of the following areas are most important for you

in your EAP course?

Learning

Learners: What skills would you like the textbook to

cover?

Learning

Learners: What themes/topics would you like the

textbook to cover?

Kayser & Makarova

Learning

Most useful section of textbook for teachers

Learning

Most useful section of the textbook for learners

Learning

Learners: How much grammar would you like your

textbook to cover?

Learning

Learners: How much vocabulary would you like your

textbook to cover?

Learning

Learners: What additional resources would you like your

textbook to have?

Learning

Teachers: In your opinion, what additional area would

have helped improve the textbook?

Learning

Teachers: Did the textbook fulfil your need for and

expectations of materials for your EAP course(s)?

Learning

Learners: Would you prefer to use a textbook in an

English course? How much would you be prepared to

pay for a textbook?

Learning

Part 1 - Summary of preliminary findings

EAP contexts in German universities are diverse.

Learners‘ perceptions of EAP do not always coincide with

those of teachers‘.

EAP textbooks prepared for English-medium university

settings do not completely meet the requirements of

German university EAP settings.

EAP teachers and learners seem to be positive about using

textbooks.

Learning

Part 2:

Developing supplementary teaching materials for

EAP & ESP Classrooms

Learning

Using text-based (genre-based) methodology for

teaching productive skills

Genre is a text type used for a

communicative purpose

Learning

Examples of genres (text types) Written genres

Oral genres: a lecture,

A discussion

The aim is to provide

opportunities to practise

producing these texts

(genres)

Learning

Text-based methodology helps to make students

aware of how content is organised before they

produce their own texts.

Learning

Stages of designing and teaching activities for

productive skills

1) Identifying students’ needs

2) Selecting texts for modelling

3) Analysing texts together with students

4) Practising

5) Producing texts by students

6) Evaluating

Learning

Students in the survey identified academic

discussion as the most important speaking skill

The central idea of text-based methodology is

showing a model

10-minute extracts of video recordings of TV

discussions available on you tube are suitable for

modelling

Teaching experience: teaching discussion

Learning

The role of a teacher is to provide ‘scaffolding’ or

necessary support similar to that of an expert

supporting an apprentice

(Vygotsky, 1934/1978;

Bruner,1990)

Interactive cycle of teaching and learning

Learning

1) Building Context

Use the words from the list to match the definitions in your part of the table:

Extinct, habitat, greenhouse effect, endangered species, ozone, atmosphere, poacher,

insecticide, pollution, biosphere, smog, evolution, conservation.

Then read out your definitions to Student B so that he/she finds the matching word

1) a species of plant or animal that is in danger of becoming extinct.

2) the continuous modification and adaptation of organisms to their environments through selection, hybridization, and the like.

3) no longer existing, as an animal species.

the warming trend on the surface and in the lower atmosphere of a planet, held by scientists to occur when solar radiation is trapped, as by emissions from the planet.

5) the natural environment of a plant or animal.

6) a substance used to kill insects.

Example for introducing vocab

Learning

1) Watching BBC discussions, reading transcripts;

2) Identifying intonation patterns;

3) Analysing kinesic features. (Gestures)

2) Analysis of models (modelling and deconstruction)

Learning

While watching an extract answer the following questions:

Identify the structure of the discussion

Which speakers sound particularly convincing? Why?

Which rhetorical tactics do they use to sound more convincing?

How are arguments structured?

How do the speakers take turns? Are they invited to speak by the host?

What is the role of gestures? Do they help to look more convincing?

What is the role of the host?

Learning

1) Transcribe short (1-minute) extracts and mark the

intonation. Read out for your partner to listen.

2) Grammar

3) Short dialogues (formulate arguments)

4) Practise using rhetorical devices

3) Practice

Learning

Example

of a speaking task:

Learning

Holding discussions (in front of the class)

Video-recording

(with permission

of students)

4) Independent construction of a genre (a

Learning

Three types of evaluation:

1)Self- and peer evaluation reports

2) Short structured evaluation form

3) Detailed evaluation form

5) Evaluation

Learning

Students’ self-assessment reports

Strategies for improvement Self-criticism

Learning

Practical Outcome of the first self-evaluation

1. Making lists of vocabulary – by students

2. Making students aware of compensation

strategies (e.g rephrasing and time-gaining)

3. Setting clear objectives for improvement

Learning

“For my own I conclude that these exercises helped me to

improve my speaking and discussion skills. Moreover there is an improved confidence while participating in discussions. My

vocabulary increased and became more precise.”

Learning

Conclusions for Part 2

Genre-based methodology is effective for teaching productive

skills

1)Opportunities for ‘learning by doing’

2)Using vocabulary and grammar in context

3)Equipping students with skills of genre analysts necessary

for learning other genres.

4) A very good way to increase motivation.

Learning

Conclusion & Outlook

Pedagogical challenges of teaching EAP

Findings of preliminary surveys on teachers‘ & learners‘

needs and expectations of textbooks

Genre-based methodology can be used as an effective

tool for generating materials for teaching productive skills

in EAP settings

Future: (resources permitting) Adapt and extend survey

to cover teachers and learners in wider EGAP & ESAP

contexts

Learning

“…It would be a good idea to create a

bank of materials for every university

available in different language centres of

German Universities on a special

website. Having sample materials for

different communicative events is a key

aspect for EAP and ESP teachers.

Learning

References

1. http://www.baleap.org.uk/

2. de Chazal, 2014. English for Academic Purposes. Oxford

University Press, Oxford

3. Alexander, Olwyn, 2010. The leap into TEAP: the role of the

BALEAP competency framework in the professional

development of new EAP teachers. Paper presented at

joint conference, IATEFL ESP SIG, Bikent University

School of English language.

4. Bruner, J. 1990. Acts of Meaning, Harward University

Press.

5. Vygotsky, L. 1978. Mind in Society, Harward University

Press.

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