A personal selection of presentations from the BALEAP 2021 conference hosted online by the University of Glasgow.
I’ve been attending the BALEAP biennial conference, hosted online this year by the University of Glasgow: Exploring pedagogical approaches in EAP teaching. While I was still teaching, I would have been looking for presentations that helped me to reflect on my materials development and classroom practice. Now I’m retired I have the luxury of sitting back to take a wider view so I have been more interested in talks that stimulate reflection back over my 27 years as a teacher, materials writer and scholarly explorer of underlying principles for my practice.
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Understanding the dynamics of spontaneous teachable moments in online classrooms
Spontaneous teachable moments – often referred to as unplanned learning opportunities or critical moments (Myhill and Warren, 2005) – are those moments in your lessons where you sometimes need to depart from the planned flow to address specific student needs (Haug, 2014). The triggers for these moments arise in a variety of ways, e.g. student responses and questions or a particularly difficult sentence structure or unfamiliar lexis in a text or a link to an assessment task. If you think back to the last spontaneous teachable moment that occurred in one of your classes, you might consider how effective you felt it was in contributing to student learning.
Continue reading “Trips, tours and random walks: using Legitimation Code Theory to understand spontaneous teachable moments”
- To what extent did it function as a distraction, taking up time that did not serve the needs of most students in your class?
- Were you able to connect back to the main aim of your lesson so that your students were aware of the learning point?
- Did you experience any confusion in your knowledge of the concepts you were teaching that prevented you from fully exploiting the teachable moment?
Challenging negative evaluations of EAP & EAP practitioners
I read the abstract of a recently published article posted to the BALEAP discussion list, which contained the sentence: ‘Although EAP has traditionally been blind to knowledge, focusing instead on language and skills development (Monbec, 2018), EAP courses are well placed to make explicit to students legitimated language practice AND legitimated knowledge practice.’ It made my blood boil – always a good trigger for a blog post.
It is an example of an argument that was traditionally – i.e. in the dark ages before enlightenment – called ‘strawman’, I guess now called strawperson. In this type of argument, the writer sets up a spurious claim, ‘EAP focuses on language and skills development’, weakly supported (Monbec, 2018 – who?) in order to knock it over with their own superior position. This same strawperson argument was levelled at EAP as an ‘academic socialisation’ model in the early days of Academic Literacies (Lea and Street, 1998). It was critiqued by Wingate & Tribble (2012), who noted that criticisms of EAP refer to ‘practices which might still have been in place at the time of the authors’ seminal publication (1998) [but] do not take into account Genre/EAP’s founding principles, recent literature and innovation in current instructional practice’ (p.488). I would suggest that the writer cited above is guilty of exactly the same thing as Lea and Street in 1998.