ALC8033 : English for Academic Purposes
- Offered for Year: 2019/20
- Module Leader(s): Ms Gillian Cavagan
- Owning School: Education, Communication & Language Sci
- Teaching Location: Newcastle City Campus
|Semester 2 Credit Value:||20|
This aim of this module is to introduce students to the role of the English for Academic Purposes (EAP) teacher, using a combination of theoretical insights and practical analysis. Students will consider the different conceptualisations of EAP and analyse topical issues within the field: such as whether EAP should be general or specific; and whether the focus should be on skills or language. There will be an opportunity to revisit the teaching of language systems and skills, this time considering the needs of EAP students and how these needs can be addressed in the classroom. Both published and in-house materials will be analysed, and we will also consider how EAP courses are, and should be, assessed.
Outline Of Syllabus
This is a sample syllabus, and the order of individual sessions may be subject to change in any given year.
1 What is EAP?
2 EGAP or ESAP?
3 Vocabulary and the Academic Word List
4 The place of grammar in the EAP classroom
5 Receptive skills: Teaching academic reading
6 Receptive skills: Teaching academic listening
7 Productive skills: Teaching academic speaking
8 Productive skills: Teaching academic writing
9 Materials for teaching EAP
10 Assessing academic English
11 Review session and assignment support
|Guided Independent Study||Assessment preparation and completion||1||40:00||40:00||N/A|
|Scheduled Learning And Teaching Activities||Lecture||11||3:00||33:00||Lectures and small group study|
|Guided Independent Study||Directed research and reading||11||3:00||33:00||Reading and Preparation|
|Guided Independent Study||Independent study||1||84:00||84:00||N/A|
|Scheduled Learning And Teaching Activities||Scheduled on-line contact time||10||1:00||10:00||N/A|
Teaching Rationale And Relationship
This module requires both a theoretical understanding of debates within the field of English for Academic Purposes, and a practical understanding of how and why to teach it. The lectures and small group study will enable students to engage with the literature and discuss/develop their own understanding of the field, and this will be facilitated through online discussions. Meanwhile, small-group study and guided independent study will enable the students to assess current teaching and testing materials, an essential skill for any future EAP teacher.
The format of resits will be determined by the Board of Examiners
|Reflective log||2||M||10||10 entries to be completed of 300 words each. Any missing entries, or those outside of the word limit, will not be awarded a score.|
|Portfolio||2||M||40||1500 word assignment, using both entries from reflective log and other evidence to demonstrate the develop understanding of module.|
|Essay||2||A||50||2500 word analysis of teaching/testing materials, with reference to the relevant literature and theories.|
Assessment Rationale And Relationship
The reflective log is intended to feed into the assessed portfolio, and is counted as 10% of the assessment in order to ensure participation. The portfolio is an opportunity for students to demonstrate the development of their own understanding of what EAP is, and also the development of their own understanding of the role of EAP teacher, both of which are key learning outcomes. Meanwhile, the essay asks students to appraise a chosen set of teaching materials or an EAP assessment, and outline where, and why, improvements or adaptations may be required. To do this confidently, they must be able to both outline how skills and systems can be developed in an EAP classroom, and recount the current controversies and debates with EAP.