EAP Opportunities in Academic Reading - Some Thoughts for Teachers
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This document provides an overview of opportunities for academic reading in EAP courses. It discusses connecting language skills through an academic process focus, distinguishing EAP approaches that focus on language vs. academic work, exploiting texts for classroom activities, connecting multiple texts, teacher roles in developing reading skills, and ways teachers can further develop their skills in working with academic reading. The key points are that EAP reading instruction should scaffold students' participation in academic practices, engage teachers and students equally in content, and provide feedback to support students' writing and knowledge development from texts.
![EAP Opportunities in
Academic Reading
some thoughts for teachers
[21.02.2013]
Steve Kirk , Durham University
(@stiiiv | The TEAPing Point )](https://image.slidesharecdn.com/eapopportunitiesinacademicreadingbath21-02-13-130426114443-phpapp01/85/EAP-Opportunities-in-Academic-Reading-Some-Thoughts-for-Teachers-1-320.jpg)
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EAP Opportunities in Academic Reading - Some Thoughts for Teachers
- 1. EAP Opportunities in Academic Reading some thoughts for teachers [21.02.2013] Steve Kirk , Durham University (@stiiiv | The TEAPing Point )
- 2. the plan 1 Connecting the EAPieces 2 Distinguishing EAPs 3 Textploitation 4 Connecting Texts 5 Teacher Roles in Reading 6 Teacher Development
- 3. setting the EAP scene A brief preambleâŠ
- 6. Feedback Production Lecture Input Teacher Skills Input Study Book Materials Academic Readings Seminar Speaking Teacher Lang. Input
- 7. connecting the EAPieces Syllabus organising principle: the academic process content integration of language skills follows from this skills do not have equal weight
- 12. Communicative Competence The English Language?! Learner Needs Syllabus Implementation Teacher Decision Making EFL ?
- 13. Learner Needs Syllabus Implementation Teacher Decision Making EAPAcademic Values & Practices Academic Literacy
- 14. EAP as Language Work EAP as Academic Work Sentence-level Accuracy Vocabulary Choice Spoken Fluency Pronunciation & Intelligibility (etc)
- 15. EAP as Language Work EAP as Academic Work Sentence-level Accuracy Understanding the Practices of the Academy Vocabulary Choice Disciplinary Differences Spoken Fluency Content Learning (through R.W.S.L) Pronunciation & Intelligibility Integration and Synthesis of Reading (etc) (etc)
- 20. textploitation How might each text be exploited for reading- oriented classwork & development? applied linguistics journal paper Guardian article (MA TESOL student essay)
- 21. textploitation How might each text be exploited for reading- oriented classwork & development? applied linguistics journal paper Guardian article (MA TESOL student essay)
- 22. textploitation Questions you might ask of a text: who is writing? in what context? for what purpose? for whom? how does this impact: content? structure? language choices?
- 24. textploitation Questions (S/T) readers might ask of themselves: why am I reading this? knowledge building? territory defining? drilling down for detail? as preparation for writing? what (therefore) do I need from this text?
- 25. textploitation distinguish (?): student level (UG | PG) studentsâ disciplines departmental needs & wants (if known)
- 26. textploitation distinguish (?): texts as models for reading texts as models for writing texts for knowledge work texts for structural / language work
- 27. textploitation distinguish (?): linguistic challenge cognitive challenge (we need reading that engages both)
- 28. textploitation work that can emerge from an isolated text: knowledge building (content learning) academy-oriented values structural awareness (macro & meso) language in context
- 29. textploitation work that can emerge from an isolated text: knowledge building (content learning) academy-oriented values structural awareness (macro & meso) language in context
- 30. textploitation work that can emerge from an isolated text: knowledge building (content learning) academy-oriented values structural awareness (macro & meso) language in context
- 31. textploitation (e.g.) learning from reading: text framing structural awareness (macro & meso) language in co-text
- 33. the âmanaged essayâ: The process: Reading pack: 4-6 x journal articles / bk chapters Essay question (no choice) (Content-based) lecture Sessions on dealing with long readings Sessions on notetaking / summarising (Content-based) seminar Sessions on planning writing Integrated language work
- 34. the literature review: The process: Reading pack: 6-8 x journal articles on theme of plagiarism (Content-based) lecture Session on concept of literature review (model based) Students use readings to develop a âresearch nicheâ Collaborate to summarise the readings (Content-based) seminar Integrated language work Individually-written literature review
- 35. work that can emerge from connecting texts: knowledge building (content learning) synthesis & comparison of content stance/argument building & weakening criticality = essential foundation for writing + speaking connecting texts
- 36. work that can emerge from connecting texts: comparative structural awareness language patterns threads choice connecting texts
- 37. Stables, A. (2003) 'Reading the Teacher; Writing the Lesson', Language and Education, 17: 6, 450 â 460 connecting texts (e.g.)
- 38. The paper considers the consequences for research in classrooms of regarding âlessonsâ of all sorts as elaborate sequences of discourse, or âtextâ, as part of a move towards a greater emphasis in research, teacher education and policy on education as cultural (vis Ă vis social or linguistic) practice. A quadruple perspective is offered, considering, in turn, teachers as writers, teachers as readers, students as readers and students as writers, attempting to clarify both similarities and distinctions between teacher/student and reader/writer roles. The discussion ends with a critical reflection on undifferentiated concepts of educational practice, arguing that teachers and students contribute to discourse, and that no one agency can therefore be held responsible for the educational experience. Exemplification is drawn from archived videoed lessons that have previously been used for teacher education and research purposes.
- 39. The paper considers the consequences for research in classrooms of regarding âlessonsâ of all sorts as elaborate sequences of discourse, or âtextâ, as part of a move towards a greater emphasis in research, teacher education and policy on education as cultural (vis Ă vis social or linguistic) practice. A quadruple perspective is offered, considering, in turn, teachers as writers, teachers as readers, students as readers and students as writers, attempting to clarify both similarities and distinctions between teacher/student and reader/writer roles. The discussion ends with a critical reflection on undifferentiated concepts of educational practice, arguing that teachers and students contribute to discourse, and that no one agency can therefore be held responsible for the educational experience. Exemplification is drawn from archived videoed lessons that have previously been used for teacher education and research purposes.
- 40. The paper considers the consequences for research in classrooms of regarding âlessonsâ of all sorts as elaborate sequences of discourse, or âtextâ, as part of a move towards a greater emphasis in research, teacher education and policy on education as cultural (vis Ă vis social or linguistic) practice. A quadruple perspective is offered, considering, in turn, teachers as writers, teachers as readers, students as readers and students as writers, attempting to clarify both similarities and distinctions between teacher/student and reader/writer roles. The discussion ends with a critical reflection on undifferentiated concepts of educational practice, arguing that teachers and students contribute to discourse, and that no one agency can therefore be held responsible for the educational experience. Exemplification is drawn from archived videoed lessons that have previously been used for teacher education and research purposes.
- 41. The paper considers the consequences for research in classrooms of regarding âlessonsâ of all sorts as elaborate sequences of discourse, or âtextâ, as part of a move towards a greater emphasis in research, teacher education and policy on education as cultural (vis Ă vis social or linguistic) practice. A quadruple perspective is offered, considering, in turn, teachers as writers, teachers as readers, students as readers and students as writers, attempting to clarify both similarities and distinctions between teacher/student and reader/writer roles. The discussion ends with a critical reflection on undifferentiated concepts of educational practice, arguing that teachers and students contribute to discourse, and that no one agency can therefore be held responsible for the educational experience. Exemplification is drawn from archived videoed lessons that have previously been used for teacher education and research purposes.
- 42. writer purpose choice of focus linguistic choices
- 43. writer purpose choice of focus here: topicalisation
- 46. teacher roles How would you answer the following? (from our summer PS interview QsâŠ)
- 47. What is the place of reading on a pre-sessional course? What is the role of the EAP teacher in helping a student develop necessary skills? e.g. 1
- 48. What is the place of reading on a pre-sessional course? What is the role of the EAP teacher in helping a student develop necessary skills? e.g. 1
- 49. On our programme you may be required to work on the Irish financial crisis with students. You and they would get 5-6 readings on the topic and an essay question to work towards (over about a fortnight). What do you think would be the key challenges of this kind of task â both for the students and for you? e.g. 2
- 50. academic reading development requires teachers to: have basic disciplinary awareness read (some of) what students are reading engage with content â as a co-participant teacher roles
- 51. âIn other words, the [E(S)AP] teacher should not become a teacher of the subject matter, but rather an interested student of the subject matter.â (Hutchinson & Waters, 1987: 163)
- 52. âIn other words, the [E(S)AP] teacher should not become a teacher of the subject matter, but rather an interested student of the subject matter.â (Hutchinson & Waters, 1987: 163)
- 53. academic reading development requires teachers to: scaffold the extension of group learning (e.g. in a seminar) recognise & exploit students-as-experts provide content-based feedback on writing teacher roles
- 54. Why? learners need to participate in scholarly practices to avoid âdeliveryâ of a lessonâŠin favour of: engagement with learning at point of need teachers need to be plausible partners in learning teacher roles
- 56. what do you do / could you do to work with academic reading (more) in these ways? teacher development
- 57. in-sessional tutorials: getting a sense of what students read. engaging with content â to get at structure. interaction with academic staff, if needed text analysis: spend time in the library⊠work across texts. teacher development
- 58. E A Pï
- 59. E A Pï
- 60. References Hutchinson, T. and A. Waters (1987) English for Specific Purposes; A learning- centred approach. Cambridge: Cambridge University Press Stables, A. (2003) 'Reading the Teacher; Writing the Lessonâ. Language and Education, 17: 6, 450 â 460
Hinweis der Redaktion
- 1 & 2: preamble, so as to outline the underlying view of EAP3 & 4: dealing with texts and reading5 & 6: implications for teachers and development
- Skills connecting task. A4 sheets.Connecting lines/arrows. Skip feedback. Present my view for the session.
- Could also see speaking as an end â in summative presentations, etc.
- From EAP-as-language-work to EAP-as-academic-work.
- Seminar class as it wasâŠTask: given the syllabus organising principles we talked about, what do you think we realised was wrong with this task
- Seminar class as it is
- Seminar class as it is
- Since weâre interesting in teaching, weâll put teacher decision making at the heart of this (since it isâŠ)
- Since weâre interesting in teaching, weâll put teacher decision making at the heart of this (since it isâŠ)
- Mention text work as spanning the two, though arguably mistaken as âstructureâ (EAP:LP) rather than as emerging from rhetorical needsâŠand thus emerging from the practice of the disciple and the Academy.
- Working with a single text: use one of TESOL managed essay texts. Use three circles here (helps think about both EAP:LP and EAP:AP)Seeing context (before co-text). Making Academy-appropriate links (reliability of information. Creation and extension of knowledge. Etc)
- Use three circles here (helps think about both EAP:LP and EAP:AP).TESOL essay: probably not time (or patience) for 3 texts. Mention in passing, as it reminds us of what âreadingâ might mean in different EAP classes, and the purposes this may serve.
- Use three circles here (helps think about both EAP:LP and EAP:AP).TESOL essay: probably not time (or patience) for 3 texts. Mention in passing, as it reminds us of what âreadingâ might mean in different EAP classes, and the purposes this may serve.
- For whom: thinking about audience and writer status enables the whyness of e.g. first person use to emerge. See House 2003 abstract (example article) for instance.
- Ways of reading. Whether or not to take notes. Dynamic defining of purpose. Etc
- NB â separating out functions of reading means (e.g.) a journalistic text can be appropriate â for conversations about reliability of information, evidence, etc; for content learning (perhaps) ⊠but not as appropriately academic reading on its own. These discussions can be had explicitly with students (and teachersâŠ)
- It is only really when you connect texts that you can get to the heart of the academic process â and to notions of criticality etcContent learning | Criticaility as slow-burn | language work as thread, not as patch (including returning to âoldâ textsâŠ) | as underpinning the essence of academic writing (for many disciplines, at least)Task: Look at student essay (MA TESOL?). What are the reading oriented skills/knowledge needed to complete this assignment?Managed Essay. Literature Review. Extended Essay.
- Lesson â dealing with long complex readings
- Lesson â dealing with long complex readings
- Not best model necessarily for students but here: illustrative of a pointâŠItâs real (itâs random)âŠbut itâs potentially useful, taken on its own termsâŠ
- Typical âenlightenedâ CLT approach might be (at least) to start with passive structures in context and draw out their usage.âŠso as then to highlight form (or to have Ss work this out for themselves first)âInductiveâ approach. Perhaps reminiscent of Lewisâs OHE (?)
- This seems far more interesting to look at.We need more teaching and materials based on this view of form: as embedded (in text and in culture) and serving the purpose of the user (in text and for apprentice participation in a discourse community)Separate recognition in reading (as here) and use in writing: journal paper writing is perhaps unfair and realistic model for writing. Comptent NNS essay model may be more appropriate for the latterâŠ
- Examining usage on its own termsâŠâŠand in combination with other devices that serve a similar purpose
- âŠso the passive (or any other form) is not sth done once, but a thread that resurfacesthroughout examinations of writingAlso: impersonal NP subjects, metaphor, etc.
- âŠso the passive (or any other form) is not sth done once, but in passing â and then as a thread that resurfaces, throughoutexaminations of writingFundamental point: this is not recycling the idea of âteaching language in contextâ; itâs starting with context and looking at how language services the creation of writer meaning.
- Hence the title â ârevisiting the âAâ in EAPââŠ