displaying EAP teacher competence in a reflective account
Recently I’ve been involved in mentoring teachers to prepare portfolios of evidence and a reflective account of their practice for the purposes of BALEAP TEAP Accreditation. I’ve also had a number of submitted portfolios to assess. One striking aspect of some of the Reflective Accounts of Professional Practice (RAPPs) is the tendency for teachers to describe and list their practice in general terms rather than explain and justify specific aspects of their practice. The following examples are compilations. Compare the first three with the fourth.
Continue reading “Knowing that vs knowing how & why”
- Many students are reluctant to share ideas verbally, so I encourage them to use their microphones and turn on their cameras when responding to tasks (online).
- I try to get students to speak more by having them provide an answer to a task orally and then respond to other students with requests for clarification.
- I recommend online corpora to my students to understand how academic language is used and the role it plays in academic discourse.
- A few students in the class had previously struggled with the concept of finding significant points in articles they are reading. So I started the session with a reminder of what we mean by significant points in a line of argument. I then showed some examples of their own writing and asked them to highlight significant points.
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.
Continue reading “BALEAP2021 conference selections”
During conversations I’ve had recently with colleagues and mentees for the BALEAP TEAP Portfolio, they’ve described scenarios in the institutions where they work that I would consider to be EAP but they seemed not to. For example, how many of these are EAP for you:
Continue reading “Redefining EAP – does EAP mean whatever we say it means?”
- A teacher in a secondary school who teaches English literature to final year students
- Undergraduate students studying chemistry who have been asked to prepare and deliver TED talks
- Students on a PGT course in marketing who have an assessment that involves choosing five consumer items and making a video log (vlog) to explain why these are important to them
- A teacher supervising PGT dissertations for a mixed group of first and second language English speakers
- A careers department helping students with employment interview technique