Sorting the EAP connoisseurs from the ELT amateurs

Interpreting candidates beliefs about EAP

I’ve just completed my last round of recruitment for Pre-sessional English (PSE) teachers, who will start teaching the final PSE Online programme 2020 from this week. We’ve taken them through a week of induction, which has allowed me to assess whether I made the right decisions in appointing them. The first week of teaching coming up will also be a good test of their ability to deliver the programme as it is designed, rather than as they imagine it should be designed. This final programme is so short (5 weeks of teaching and three days of assessment) that I really need teachers to quickly get to grips with the underlying principles and be able to deliver them.

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Perceptions of teaching EAP

Teachers who are transitioning from ELT to TEAP may have beliefs about teaching which do not fit the new teaching context.

I’ve been assessing portfolio submissions for BALEAP TEAP accreditation. Applications for Associate Fellow of BALEAP are usually teachers who are moving from General English Language Teaching (ELT) to EAP. This transition is often achieved by teaching on one or a number of pre-sessional summer programmes at a university to gain EAP experience, and then finding year-round work with a private company that provides foundation programmes for university entrance.

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