Abstract
| Original language | English |
|---|---|
| Title of host publication | Unknown Host Publication |
| Publication status | Published - 2015 |
| Event | Biennial BALEAP Conference - University of Leicester, Leicester, United Kingdom Duration: 17 Apr 2015 → 19 Apr 2015 |
Conference
| Conference | Biennial BALEAP Conference |
|---|---|
| Country | United Kingdom |
| City | Leicester |
| Period | 17/04/15 → 19/04/15 |
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Bibliographical note
The full text is currently unavailable on the repository.Cite this
JOINED-UP ESAP: DRAWING ON INSESSIONAL PROVISION TO ESTABLISH AN ESAP PRESESSIONAL PROGRAMME. / Heaton, Anne; Preshous, Andrew; Smith, Simon.
Unknown Host Publication. 2015.Research output: Chapter in Book/Report/Conference proceeding › Conference proceeding
}
TY - GEN
T1 - JOINED-UP ESAP: DRAWING ON INSESSIONAL PROVISION TO ESTABLISH AN ESAP PRESESSIONAL PROGRAMME
AU - Heaton, Anne
AU - Preshous, Andrew
AU - Smith, Simon
N1 - The full text is currently unavailable on the repository.
PY - 2015
Y1 - 2015
N2 - While it is generally agreed that some level of specificity is beneficial for students of Academic English preparing for UK university courses, this is not consistently reflected in presessional course design. Although Hyland (2006a) stresses the importance of subject-specific content in contextualising EAP and making it relevant to learners, others, including Kuzborska (2011), Anderson (2014) and de Chazal (2012) have noted the difficulties its inclusion can present for teachers and course designers. Incorporating subject-specific content necessitates collaboration with subject specialists, but it can be difficult to engage subject lecturers with presessional courses. The positioning of presessional departments within wider institutional contexts can be a significant factor; EAP is often marginalised within universities (as noted by Turner, 2011 and Jackson, 2009) and many presessional departments have been privatised in recent years. Additionally, presessional students may be destined for a huge number of courses distributed across all faculties and departments in an institution, and all levels of study. This paper details the approach we took to setting up an ESAP component within an otherwise EGAP presessional course, and how we were able to meet some of the challenges by working closely with insessional lecturers.
AB - While it is generally agreed that some level of specificity is beneficial for students of Academic English preparing for UK university courses, this is not consistently reflected in presessional course design. Although Hyland (2006a) stresses the importance of subject-specific content in contextualising EAP and making it relevant to learners, others, including Kuzborska (2011), Anderson (2014) and de Chazal (2012) have noted the difficulties its inclusion can present for teachers and course designers. Incorporating subject-specific content necessitates collaboration with subject specialists, but it can be difficult to engage subject lecturers with presessional courses. The positioning of presessional departments within wider institutional contexts can be a significant factor; EAP is often marginalised within universities (as noted by Turner, 2011 and Jackson, 2009) and many presessional departments have been privatised in recent years. Additionally, presessional students may be destined for a huge number of courses distributed across all faculties and departments in an institution, and all levels of study. This paper details the approach we took to setting up an ESAP component within an otherwise EGAP presessional course, and how we were able to meet some of the challenges by working closely with insessional lecturers.
M3 - Conference proceeding
BT - Unknown Host Publication
ER -