christopher graham garnet education uk. i dont do rhetorical questions !

Christopher GrahamGarnet Education UK

I don’t do rhetorical questions !

Not a rhetorical question this one !

Nor this one .....

Another real question !

Take some

Knowledge of the Target Study Context and Student needs and

and some

Highly developed Personal Language Skills and Text Analysis Skills

then mix with

The tools to develop Critical Thinking

add

The ability to understand Content and Disciplinary Differences

and

High Cross Cultural sensitivity

A supportive view of Student Autonomy

The skills to develop Assessment Systems

and

A desire to nurture and develop Good Practice in EAP

et voila .....

a great EAP teacher !

Knowledge of the organizational, educational and communicative policies, practices and conventions of the university. This requires liaison and co-operation, both inter departmental and inter disciplinary.

 Where do we study ? The language is

only one of the keys to success. Academic culture, study skills, critical thinking, autonomy of learning etc etc also are also keys.

Knowledge of the needs of students in relation to their prior learning and thus their current educational expectations

An understanding of research - reading and reviewing relevant literature and collecting and analysing data.

A knowledge of discourse analysis The ability to see academic language in

a function and discipline-specific context – to think beyond the ELT classroom.

 Have language skills with a

contemporary academic ‘edge.’

A1 written English.

What is Critical Thinking ?

Students need to demonstrate critical thinking skills and see how they underpin academic practice

 Teach students critical approaches to

knowledge, its evaluation and expansion

 Make links between critical thinking

and study competence explicit for students

  Show how students review and

evaluate their own learning aims/materials/ activities/assessment in terms of usefulness for future study

 Use exercises that ask students to

analyze, evaluate, assess, conclude, create criteria, share opinions and back them up etc.

Show students’ development in the field

Teachers need to be able to recognize and explore disciplinary differences

 Teachers need to become aware

of discourse communities

Teachers need to work with subject specialists and take account of their approaches to communication of content

 Teachers need to raise students’

understanding of discipline-specific text

Study traditions vary. The key parameters are:

 Degrees of autonomy Methods of delivery Views of authority

Autonomy - apply to your own practice the standards expected of students and other academic staff.

 Encourage students to work

effectively in groups or independently as appropriate.

 Use new technologies to support

autonomous learning

Encourage student autonomy through group activities and individual tutoring

 Make the link between autonomy and

academic study explicit to students Learning activities - guided to

facilitated to autonomous Ask students to show how they took

responsibility for achieving group tasks

Become familiar with international proficiency tests e.g., IELTS and TOEFL

 Integrate course objectives, language

and skills content with assessment Design or evaluate assessment tools

for language and skills for EAP listening, speaking, reading and writing and integrated skills

Give feedback on student performance

 Use assessment outcomes to

inform teaching and learning

The importance of continuing professional development

 Use appropriate professional

terminology Current issues in teaching and

researching EAP The importance of critical reflection

on own practice

Use academic research and literature to inform own practice and communicate these ideas to colleagues

 Relate personal approach to teaching

to the EAP teaching context Review an article/book/teaching journal

or provide evidence for conference presentation

or published paper

a brief background

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