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ENGLISH LANGUAGE TEACHING CENTRE UNIVERSITY OF SHEFFIELD
DLS: What’s It All About?! A teacher’s guide to the Departmental Language
Support Programme
General information, FAQs and Procedures for DLS teachers September 2014
DEPARTMENTAL LANGUAGE SUPPORT (DLS) TEACHER GUIDE
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CONTENTS PAGE
1.0 INTRODUCTION 3 1.1 What is DLS? 1.2 The Requesting Process 3 1.3 Language Coordinators 3
2.0 STUDENTS 2.1 Who are the students? 3 2.2 What level of English do the students have? 4
3.0 TEACHERS 4 3.1 Doesn’t the teacher need to be a specialist in the academic subject area? 4 3.2 So what kind of teacher is needed to teach DLS? 4
4.0 COURSES 4 4.1 How long are the DLS courses? 4 4.2 Who decides what format the support classes will take? 5 4.3 Needs Analysis 5 4.4 Assessment 5 4.5Where do classes take place? 5
5.0 RESOURCES 5 5.1 Are there syllabuses for the courses? 5 5.2 Where are the resources for DLS classes? 5 5.3 Isn’t making my own materials very time-consuming? 6 5.4 DLS website 6 5.5 Equipment 6
6.0 COURSE ADMINISTRATION 6 6.1 Relationship with departments 6 6.2 Registers, attendance & punctuality 6 6 .3 Records of work 7 6.4 Renegotiating for the following year 7 6.5 Feedback 7 6.6 MOLE 7 6.7 Email 8 6.8 WAS & Mini-WAS procedures 8 6.9 Course Report 8 6.10 Your timetable & preparation 8
6.11 Cover & Illness 8 6.12 Meetings 9 6.13 Complaints 9
6.14 Concerns about students 9
Appendix 1 DLS teacher responsibilities 11
Appendix 2 Language Coordinator role description 13
Appendix 3 a. Session 1 Registration form 16
b. Record of Work 17-18
c. Attendance Record 19
Appendix 4 List of departments contacts 2014-15 20-22
NB: Samples of recent Needs Analyses, Course Outlines and Course Reports are in the DLS Shared Folder.
DEPARTMENTAL LANGUAGE SUPPORT (DLS) TEACHER GUIDE
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1.0 INTRODUCTION
This guide provides information about the DLS programme. Appendices are at the end: course forms
and supplementary information are provided.
1.1 What is DLS?
The ELTC provides tailored language support classes to specific departments in the form of the
Departmental Language Support Programme (DLS), e.g. Language Support for Mechanical
Engineering. Such narrowly defined courses are known in the ELT profession as English for Specific
Academic Purposes (ESAP), although, elsewhere, they may not be provided as a ‘support’ service.
In many departments, language support classes are optional but some departments make them
compulsory. Often weaker students are recommended to take the classes. As these are support
courses, they are not credit-bearing.
The ELTC is supporting 38 university departments in 2014-15. A full list of the departments is
available in Appendix 5 of this handbook.
1.2 The Requesting Process
As a support service, DLS does not generate income directly for the ELTC. The DLS ‘budget’ consists
of hours not £££. The ELTC has a ‘pot’ of hours which is shared out among departments. Around
Easter, departments are invited to request for hours of support for the following academic year.
Each department can request for a maximum of 50 hours; some departments do not request for
their full ‘ration’.
If requests/requests for extra hours exceed the hours budget, departments are charged for the extra
sessions. The 2014-15 internal rate is £41.73/hour.
1.3 Language Coordinators
The member of academic staff who is responsible for organising and overseeing language support in
a particular department is called the language coordinator. Language coordinators vary in their
engagement with language support: some are very involved, regularly reminding their students to
take up support and providing language teachers with materials promptly. Others have been
delegated the task and are less engaged so you may need to be persistent in your attempts to get
information. They are all very busy people and it is only recently that their role/responsibility has
been recognised by their departments. Take a look at the document outlining their role (Appendix 1)
– it will give you an idea of what you can expect of them and what you can ask them for.
2.0 STUDENTS
2.1 Who are the students?
Usually, language support classes are aimed at international students whose main language is not
English. We also provide some workshops to home students whose first language is English. These
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workshops tend to be skills-based and very specific, e.g. ‘How to write an Abstract’, ‘Written
Academic Style’ etc.
DLS students can be undergraduates (UG) at any level (L1, L2, L3, L4); taught postgraduates (PGT); or
research students, e.g. Ph.D students (PGR). The ELTC encourages departments not to mix UGs with
PGs, as they have different needs.
2.2 What level of English do the students have?
The IELTS guidelines state that students with an average score of 6.0 or 6.5 on an academic course
will need language support (IELTS Handbook, 2007:5). The University’s minimum English language
entry requirement is IELTS 6.0. For some visiting students (e.g. students on the Erasmus programme),
there is no such requirement. A student with an average IELTS score of 6.0/6.5 will probably find
many areas of his/her course (e.g. following lectures, writing reports, reading academic texts, giving
presentations, participating in seminars, working in a group etc) challenging.
DLS courses can help students access their subject knowledge by improving their communication
skills, thereby enhancing the quality of the student learning experience and enabling them to
produce work of a higher quality.
3.0 TEACHERS
3.1 Doesn’t the teacher need to be a specialist in the academic subject area?
No - the students need language use and skills improvement; they get subject knowledge from
academic tutors and language support from language teachers. EFL teaching principles are
essentially the same for ESAP.
The students may need to work on pronunciation of the specialist words – but they should know the
meanings/definitions. Indeed, they are usually happy to explain their jargon to the teacher (and to
show off to each other!). Many students need to improve their reading, paraphrasing and
summarising skills; the teacher can use texts from the subject area to practise these skills. Even in
workshops for home students, generally you will find that the students have quite weak academic
English skills. Academic staff are usually very helpful in providing models (e.g. lab report) for genres
that the teacher may not be familiar with, and other advice.
3.2 So what kind of teacher is needed to teach DLS?
Flexible teachers who are willing to take the initiative to communicate with academic staff and who
enjoy creating language learning materials. You should ideally have the DELTA and/or experience of
ESP/ESAP. Qualifications, previous experience or an interest in one or more of the subject areas ELTC
supports are also useful.
4.0 COURSES
4.1 How long are the DLS courses?
Because they are tailored, DLS courses vary in length. Courses are usually taught during Semesters 1
& 2. Sometimes they start a week or two after the beginning of the semester to allow students to
DEPARTMENTAL LANGUAGE SUPPORT (DLS) TEACHER GUIDE
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settle into their main degree course. In Semester 1, classes usually end at Christmas. Semester 2
courses tend to be quite short and often end at Easter.
Departments can request regular classes, writing advisory tutorials of varying lengths, and
workshops. These class formats can be mixed and matched to ensure the students get effective
support when they need it. For example, a department may request regular classes in Semester 1 ,
WAS for specific students in Semester 2, and a couple of Dissertation Writing sessions after Easter.
Occasionally, departments request sessions during university vacation period, which we do our best
to provide. Because the department’s usual ELTC tutor may be on holiday, another appropriately
experienced teacher may be deployed.
4.2 Who decides what format the support classes will take?
When a department first expresses an interest in having tailored support classes, an ELTC teacher
meets a member of academic staff in the department, usually (but not necessarily) the language
coordinator. They discuss student and departmental needs, and the ELTC teacher suggests various
formats accordingly.
4.3 Needs Analysis
You should conduct a needs analysis with your students at the beginning of the course. You should
use this information and the information from the language coordinator to help you decide on the
course content. Sample Needs Analyses and course outlines are in Appendix 4 of this handbook.
4.4 Assessment
There is no formal assessment of DLS courses as they are support courses.
4.5 Where do classes take place?
Departments are responsible for finding a room and informing the ELTC where it is. This means that
often, DLS classes are held in the department itself and could be anywhere on the University Campus.
5.0 RESOURCES
5.1 Are there syllabuses for the courses?
As the courses are tailored, there are no fixed syllabuses. However, once a teacher has discussed the
students’ needs with the academic staff, and the format of delivery has been decided, the teacher
should draw up a course outline for the department and the students.
5.2 Where are the resources for DLS classes?
There are an increasing number of published materials that you may be able to use and these have
been listed by the Resources Coordinator; however, there are relatively few appropriate published
resources available for many of the subjects these courses cover, so DLS teachers tend to make their
own materials. To help your colleagues, you should therefore contribute materials you make to a
central source. Although, currently this is mainly paper-based, there is also a MOLE space where you
can submit your DLS materials (and course outlines) for future teachers to use or adapt. Please
DEPARTMENTAL LANGUAGE SUPPORT (DLS) TEACHER GUIDE
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contact David Read (d.p.read@sheffield.ac.uk) or Nick Murgatroyd (n.p.murgatroyd@sheffield.ac.uk)
if you would like a MOLE course set up for your DLS students.
5.3 Isn’t making my own materials very time-consuming?
Yes, it can be, especially when setting up a course for the very first time. We take this into account
when creating your timetable. We recommend that teachers contact the language coordinator for
topics related to the academic subject, and also to give some reading references.
5.4 DLS website
The DLS website is growing. Students should be able to see when and where their classes are. The
SurveyMonkey student feedback (204-15) link will be on the DLS website. ELTC has created a
webpage for DLCs; if you are interested in helping develop this site (e.g. Scholarship Time project),
please let the DLS manager know.
5.5 Equipment
You should ask the language coordinator to organise any technology (e.g. projector) you need.
6.0 COURSE ADMINISTRATION
6.1 Relationship with departments
The importance of the ELTC relationship with departments cannot be overemphasised. The success
of the DLS courses depends on effective communication between the DLS tutor, academic staff and
the students. The ELTC works hard to maintain and develop these relationships, which can
sometimes seem one-sided.
As a DLS tutor you will communicate regularly by email, phone and in meetings with the language
coordinator in ‘your’ department. For DLS teachers, preparing for and teaching these courses is a
major part of the work; for the academic staff, the organisation of DLS courses is another relatively
minor task that needs to be ticked off a ‘To do’ list. It is therefore your responsibility to maintain
regular contact with the academic staff.
In order to provide tailored support, you will need to discuss with the language coordinator which
skills/areas of language their students need support with. You should also ask the coordinator to
provide some reading materials, subject related topics, assignment deadlines etc to help you tailor
your materials and course.
6.2 Registers, attendance & punctuality
It is important to maintain an accurate record of attendance. Sometimes departments require their
students to attend DLS classes and academic tutors may ask you to provide a record of attendance
for the class or may ask about the attendance of a particular student.
The DLS online system allows students to ‘register’ for your class. In the first session you should
check that students have registered, however this doesn’t currently link to attendance registers
(possibly next year). Please take their names, email addresses and usernames (for setting up a
MOLE module). You can then use this information to create a register. A form (‘Session 1
DEPARTMENTAL LANGUAGE SUPPORT (DLS) TEACHER GUIDE
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Registration) is available in the shared drive and in Appendix 2 of this document. There is also a
sample Attendance Record in Appendix 2.
You should remind students to be punctual to class so they do not disrupt the lesson. However,
please also remember that they may be coming from another building, or a lab session, seminar or
meeting that may have overrun. Students may have to leave a support class early to set up or
monitor an experiment or to meet a supervisor.
6 .3 Records of work
Records of work are required for each group you teach. A copy is included in Appendix 2 of this
document.
6.4 Renegotiating for the following year
Just after Easter, the requesting process for the following year’s language support starts. Language
coordinators are encouraged to discuss their requirements with you before submitting their request.
Student feedback, your own feedback, and discussions with the language coordinator should inform
the request for hours and format (e.g. regular classes, 30-minute WAS, workshops etc).
6.5 Feedback
Like other ELTC courses, DLS student feedback is collected formally online, using SurveyMonkey. You
should, however, get informal feedback regularly from your students to ensure that the sessions and
materials are useful.
It is difficult to collect evidence showing that a course has been successful as such evidence tends to
be rather indirect. In the past, academic staff have commented on the improved quality
/effectiveness of student writing, seminar participation etc. Students have also commented that
their marks have improved. Neither of these involves systematic data collection or analysis but it’s
very nice to know! In the meantime, you should try to collect evidence of student language at the
beginning of the course and at the end of a course, to see if there is a measurable improvement. We
are currently looking at ways to do this.
After a course has finished, you should ask the language coordinator for informal feedback, i.e.
whether s/he and colleagues have noticed a difference in the communication skills. Some
departments may be able to supply you with more formal evidence, e.g. improved assignment marks.
6.6 MOLE
It is useful to set up a specific MOLE course for your students as this allows you to upload materials,
reference resources etc for their use. This is particularly useful if some students are unable to attend
regularly. It also allows you to contact them easily, e.g. to encourage them to come to class, remind
them to do their homework, etc. To set up a MOLE course, you will need the students’ usernames,
which you should have collected on the ‘Session 1 Registration’ form.
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6.7 Email
If you set up a MOLE course for your students, you can email them directly.
If students have registered for your class on the online DLS system, ELTC can contact them directly in
the event of class cancellation due to teacher illness or other circumstances
6.8 WAS & Mini-WAS procedures
It is common for departments to ask for WAS in their departments. This could be for Postgraduate
Research students who need help with sections of their Thesis or other research report. It is very
common for departments to ask for WAS in Semester 2, after the students have received their
Semester 1 assignment results and feedback. In this case, linguistically weak students are usually
identified for a ‘mini-WAS’ – a 30-minute session where you can look at their writing.
To run these sessions efficiently, the language coordinator creates a Google Doc (or a sign-up sheet
to be placed in the departmental office). You will need to remind the language coordinator of this
well in advance of sessions starting. Students sign-up for their session and you should be able to see
their name, appointment time on the Google Doc. If the Department still use a paper sign-up sheet,
student names, appointment times and email addresses should be sent to the language teacher a
couple of days before the session. It is recommended that the language teacher emails the students
the day before the appointment to remind them to bring their work (e.g. section of thesis, report, or
assignment and feedback) to the appointment. Also, if the student has to cancel for some reason,
s/he can contact the language teacher directly.
For WAS to be successful, the department and ELTC should explain how the appointment system
works and remind them to make an appointment. Because there may be a break between Semester
1 classes and the WAS sessions, teachers should ensure that they explain the system to the students
before the break.
6.9 Course Report
At the end of each course, or semester, you are required to write a course report. The report should
include areas such as attendance, main language areas covered in the course, successes, problems
(classroom, admin etc) and recommendations. Copies of the report should be sent to the academic
director for Language Support and the language coordinator in the relevant department.
6.10 Your timetable & preparation
Travel time to different sites of the University is taken into account when your timetable is created.
Also, you will probably have to create your own materials, so you are given more preparation time in
your timetable than for other courses. When your DLS course ends you can develop more materials,
write your course report etc. You will also be deployed to WAS and possibly other Language Support
development projects.
6.11 Cover & Illness
If you have a planned absence (e.g. medical appointment), you should inform Alice Lawrence as soon
as possible. ELTC will try to find a cover teacher; if a cover teacher is found, you will be required to
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prepare a lesson and appropriate materials for her/him. If it is not possible or appropriate to ask a
cover teacher to teach your lesson, you will be required to reschedule the class.
If your absence is unplanned (e.g. due to sudden illness), you should phone Hans Heap (01142
221793) and Alice Lawrence (01142 221797) as soon as you can, and preferably before 8.30 a.m. You
should let us know how many days you are likely to be off work; if this is difficult to gauge, you
should phone or email Hans or Alice on a daily basis to let us know your recovery progress. Apart
from if an absence falls on a Wednesday, Alice will contact the DLC to inform her/him that a lesson
has been cancelled. She will also contact the students. Hans will do this on Wednesdays.
6.12 Meetings
There are pre-course meetings at the beginning of every semester. You are expected to attend these
meetings.
You will notice that your timetable includes DLS meetings several times each semester. We can
discuss DLS-related problems and share advice/tips (TD).
6.13 Complaints
If you have any problems or complaints, please contact the DLS manager (AL).
Students on these courses are very grateful for the support we provide. However, if a student
complains to you (e.g. about the level of the class, lessons and/or materials), you should consider
the facts and context carefully. If one student finds the class too easy but others do not, then
perhaps this student does not need the support on offer and can be directed to other forms of
language support.
It is a good idea to remind students that the course content has been negotiated with them and the
department and also to consult with them about the usefulness of materials etc.
6.14 Concerns about students
Occasionally, you may be very concerned with the language performance of a particular student; or
you may get the impression that a student is struggling on his/her academic course because of their
English. You may feel that it is necessary to flag up your concerns with the student’s tutor. Before
you do this, you should always discuss the situation with the student, and get permission to contact
the academic tutor. This is a very sensitive area and you are also advised to talk to the Programme
manager (AL) before contacting a student’s tutor.
DEPARTMENTAL LANGUAGE SUPPORT (DLS) TEACHER GUIDE
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UNIVERSITY OF SHEFFIELD
Appendices
DEPARTMENTAL LANGUAGE SUPPORT (DLS) TEACHER GUIDE
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APPENDIX 1 DLS Teacher Responsibilities
Pre-course
1. Contact Departmental Language Coordinator (DLC) to:
a. discuss needs of department and perceived student needs, especially in the light of
student and/or teacher feedback on the previous course; prepare a course outline
and send to DLC for comments.
b. request reading /course materials and/or access to students’ course or module
MOLE;
c. find out about coursework and deadlines that may be relevant to your support
classes;
d. ask whether the DLC requires regular attendance (including names) updates;
e. confirm timetable /room details in case of last minute changes
f. check what A-V resources there are in the designated room, and request any
equipment you think you may need.
It may be more convenient to arrange to meet the DLC to get this information: it reminds them that
you’re a person (!), saves lots of emailing, you can ask them any questions directly, and then you can
follow up by email if necessary.
2. Set up a MOLE course so you can upload any materials for students who are absent; this will
allow you to email students (e.g. sending them reminders).
During course
1. Distribute Course Outline to students and ask for their input. If you amend it, remember
to send a copy to the DLC.
2. Keep your DLS folder tidy and up to date; it should You may also wish to keep relevant
information about module deadlines etc for reference – but your folder could get too
full, too quickly!
3. Prepare appropriate materials, and deliver lessons, for students in the particular
department you are supporting.
4. Get early/regular feedback from students about the lessons, materials etc.
5. Encourage students to use WAS.
6. Keep your register and Record of Work up to date.
7. Provide the DLC with regular updates about student attendance and engagement; if the
DLC has not requested attendance updates, you should still send a figure (i.e. no student
names) so the DLC is aware of support uptake and can then encourage students to
attend if necessary.
8. Ask if you can audit a lecture and a seminar so you get firsthand experience of the
student experience.
9. Let DLS manager know if you have any problems with any of the above.
10. Share your ideas with other DLS teachers.
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Post-course
1. Return your DLS folder(s) to the DLS shelf in the Resources room. It should contain a copy of
the Course Outline, Register, Record of Work, and materials you have used in class.
2. Write a report for ELTC and DLC covering the following:
i. Attendance
ii. What you covered
iii. What worked well
iv. What didn’t work well
v. Any other issues (e.g. with room, time etc)
vi. Recommendations for future course
vii. Anything else you think relevant
3. Send report to DLC and DLS manager
4. When DLS is not taking place, you are expected to work on DLS course & materials
development. You may also be deployed to WAS.
DEPARTMENTAL LANGUAGE SUPPORT (DLS) TEACHER GUIDE
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APPENDIX 2 Language Coordinator Role Description
Background
The English Language Teaching Centre (ELTC) has been providing ‘tailored’ English Language Support
to academic departments for a number of years.
In 2007-08, the ELTC changed the way it provided support, expanding the provision of support to a
wider range of academic departments. The new system required the identification of a ‘language
coordinator’ within each academic department. In many departments, the HoD nominated a
member of staff to this role. In some cases, enthusiastic individuals put themselves forward.
The role of the coordinator is to collaborate with the ELTC to:
1. identify students requiring language support;
2. organise the timetable and rooms;
3. collaborate with the ELTC to decide the content and format of the support;
4. provide the ELTC with information about the students’ course(s), assignment requirements,
deadlines etc. so that the ELTC tutor can design materials related to the students’ academic
subject.
The experience of the ELTC, certain academic departments within UoS, and other HEIs, is that close
collaboration between the language support staff and the academic staff in departments is crucial to
the success (in terms of student uptake, regular attendance and improved language skills) of the
support programme. Another important factor in the success of the programme is effective
communication between the language coordinator and colleagues and students.
A recent meeting between the ELTC staff and academic staff highlighted the fact that the role of the
language coordinator has been growing and is increasingly time consuming. This is often due to the
fact that language support provision is being extended to different cohorts/groups of students
within a department, and also because there is an increasing number of international students
(whose first language is not English) studying in departments. This means that the language
coordinator has to communicate with more people and generally do more organising.
At the meeting it was decided that a list of responsibilities be drawn up so that HoDs understand
what the role of Departmental Language Coordinator entails so they can adjust workloads
accordingly. Also, this would help managers in departments understand that DLS is important and
communicate this to their staff and students.
The ELTC has prepared a guidance document for the Departmental Language Coordinators.
DEPARTMENTAL LANGUAGE SUPPORT (DLS) TEACHER GUIDE
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The list below outlines the responsibilities of the Departmental Language Support Coordinator.
1. Organising Support
Collaborate with the ELTC to decide the content and format of the support;
Submit an annual ‘request’ for tailored support;
Link DLS course outline to assessments (‘timely’).
2. Identifying students needing support
Get personal/module tutors to identify struggling students and pass this information on to the language coordinator.
Organise a language diagnostic exercise if appropriate.
3. Materials Send the following materials to ELTC tutors:
Topics
Coursework deadlines
Module information/descriptions
Course/programme handbooks
Sample work
Sample/past questions or assignment titles
Key texts/bibliographies
4. Timetabling & Attendance
Fit language support into departmental timetable(s);
Book appropriate rooms;
Advertise DLS/ELS via lectures. Use ‘student voice’ or other students who have benefitted from this previously;
Remind students to attend – don’t rely on them looking at their timetable.
5. Communication
Communicate regularly with colleagues about language support /’needy’ students;
Encourage staff to recommend students take up the support sessions on offer;
Communicate regularly with students about language support available;
Communicate regularly with ELTC tutor (or manager) about any issues (e.g. attendance, new assignments, timetable changes etc) that could affect the ‘tailored’ language support programme;
Communicate with CILASS student ambassador about language support issues and/or identify a 2nd year international student as a ‘language support ambassador’ to be a point of contact within the department;
Encourage international student mentoring.
Other points
Organise ‘taster’ sessions in the department for students studying English at the ELTC (i.e. pre-sessional English preparatory courses) before they start their academic studies in the academic department.
Because of new visa requirements & offers, new routes into departments, and new relationships with international governments (e.g. KASP), the Departmental Language
Coordinator would also be able to collaborate with the ELTC, if necessary, on matters relating to these areas.
DEPARTMENTAL LANGUAGE SUPPORT (DLS) TEACHER GUIDE
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DLS REGISTRATION FORM
Department _______________________________ Year/Semester ______________
Group ____________________________________ Day /Time ___________________
Name Email Username Personal tutor Name
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
DEPARTMENTAL LANGUAGE SUPPORT (DLS) TEACHER GUIDE
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RECORD OF WORK
Department _______________________________ Year/Semester ______________
Group ____________________________________ Day /Time ___________________
DATE LESSON CONTENT NUMBER OF
STUDENTS
DEPARTMENTAL LANGUAGE SUPPORT (DLS) TEACHER GUIDE
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POST-COURSE COMMENTS
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
DEPARTMENTAL LANGUAGE SUPPORT (DLS) TEACHER GUIDE
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ATTENDANCE RECORD
Department _______________________________ Year/Semester ______________
Group ____________________________________ Day /Time ___________________
NAME
DEPARTMENTAL LANGUAGE SUPPORT (DLS) TEACHER GUIDE
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APPENDIX 4 DEPARTMENTS 2014-15
Automatic Control Systems & Engineering (ACSE)
Anna Charlton a.charlton@sheffield.ac.uk +44 114 222 5635
Automatic Control Systems & Engineering (ACSE)
Renata Ashton (Admin)
r.ashton@sheffield.ac.uk
Automatic Control Systems & Engineering (ACSE)
Matthew Ham m.ham@sheffield.ac.uk +44 114 222 5641
Applied Linguistics Gabriel Ozon g.ozon@sheffield.ac.uk +44 114 222 8478
Animal & Plant Science (APS) (Admin)
Angela Doncaster
a.doncaster@sheffield.ac.uk +44 114 222 0067
Animal & Plant Science (APS) Gareth Phoenix g.phoenix@sheffield.ac.uk
Architecture Florian Kossak f.kossak@sheffield.ac.uk +44 114 222 0341
Chemical & Biological Engineering (CBE) previously known as ‘CPE’)
Xiubo Zhao xiubo.zhao@sheffield.ac.uk +44 114 222 8256
Chemistry (Nanjing) Michael D Ward m.d.ward@sheffield.ac.uk +44 114 222 9484
Chemical & Biological Engineering (CBE) previously known as ‘CPE’)
Henriette Jensen
h.s.jensen@sheffield.ac.uk
Chemistry (Nanjing) Amanda Melland
a.melland@sheffield.ac.uk +44 114 222 5053
Civil Engineering (Admin) Pam Gattaura p.gattaura@sheffield.ac.uk +44 114 222 0250
Civil Engineering Shan-Shan Huang
s.huang@sheffield.ac.uk +44 114 222 5726
Computer Science (Admin)
Elizabeth Bridges
e.bridges@sheffield.ac.uk +44 114 222 1819
Computer Science Richard Clayton r.h.clayton@sheffield.ac.uk
Department for Lifelong Learning (DfLL)
Verity EV Brack v.brack@sheffield.ac.uk +44 114 222 7085
Department for Lifelong Learning (DfLL) (Study Skills Coordinator)
Alexandra P Berry
alex.berry@sheffield.ac.uk +44 114 222 7026
Economics Anita Ratcliffe a.ratcliffe@sheffield.ac.uk +44 114 222 3312
DEPARTMENTAL LANGUAGE SUPPORT (DLS) TEACHER GUIDE
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Economics David Cuberes d.cuberes@sheffield.ac.uk +44 114 222 3313
Economics Panagiotis Nanos
p.nanos@sheffield.ac.uk
Economics Peter Wright p.wright@sheffield.ac.uk +44 114 222 3413
Education (Admin) T. A. Earnshaw
T.A.Earnshaw@sheffield.ac.uk
+44 114 222 8115
Education Sabine Little s.little@sheffield.ac.uk
Electronic & Electrical Engineering (EEE)
Peter L Judd p.l.judd@sheffield.ac.uk +44 114 222 5171
Geography Deborah Sporton
d.sporton@sheffield.ac.uk +44 114 222 7953
Geography Jojo Nem Singh j.nemsingh@sheffield.ac.uk +44 114 222 7944
Human Communication Science
Sara J Howard s.howard@sheffield.ac.uk +44 114 222 2448
Human Nutrition Theresa Caruth t.caruth@sheffield.ac.uk +44 114 222 5536
Human Nutrition (Admin) Margo E Barker m.e.barker@sheffield.ac.uk +44 114 271 3782
iSchool (previously ‘Information School’)
Peter Stordy peter.stordy@sheffield.ac.uk +44 114 222 2668
Journalism Jairo Lugo-Ocando
j.lugo-ocando@sheffield.ac.uk
+44 114 222 2506
Journalism Jessica Meacham
jess.meacham@sheffield.ac.uk
+44 114 222 4253
Law Richard Collins
richard.collins@sheffield.ac.uk
+44 114 222 6831
Landscape (LSC) Clare Rishbeth c.rishbeth@sheffield.ac.uk +44 114 222 0606
Management School (SUMS) Naoko Komori n.komori@sheffield.ac.uk +44 114 222 3491
Management School (SUMS) (Admin)
Rebecca M Kendrick
r.kendrick@sheffield.ac.uk +44 114 222 3282
Management School (SUMS) Akash Sehdev a.sehdev@sheffield.ac.uk +44 114 222 3392
Material Science & Engineering (MSE) (Admin)
Karen A Burton k.a.burton@sheffield.ac.uk +44 114 222 5941
Material Science & Engineering (MSE) Platon Kapranos p.kapranos@sheffield.ac.uk +44 114 222 5509
Material Science & Engineering (MSE) (Admin)
Tracy V Sampson
tracy.walton@sheffield.ac.uk +44 114 222 5999
Mechanical Engineering Swee Chin s.b.chin@sheffield.ac.uk
Mechanical Engineering (Admin)
Nikki Farquar n.farquar@shefield.ac.uk
DEPARTMENTAL LANGUAGE SUPPORT (DLS) TEACHER GUIDE
22
Mechanical Engineering (Admin)
Lynne Gilchrist l.gilchrist@sheffield.ac.uk +44 114 222 7802
Medical Faculty PGR (Admin) Louise Goss l.goss@sheffield.ac.uk +44 114 271 2609
Music Stephanie E Pitts
s.e.pitts@sheffield.ac.uk +44 114 222 0481
Philosophy Rosanna Keefe r.keefe@sheffield.ac.uk
Physics & Astronomy (UG) Paul Faulkner
paul.faulkner@sheffield.ac.uk
+44 114 222 0576
Psychology Tom Rutter t.rutter@sheffield.ac.uk +44 114 222 8473
Sociological Studies Joanne Pepper j.pepper@sheffield.ac.uk +44 114 222 6464
Sociological Studies (Admin)
Maureen Howard
M.J.Howard@sheffield.ac.uk +44 114 222 6436
Town & Regional Planning (TRP)(Admin)
Keely Robinson k.robinson@sheffield.ac.uk
Town & Regional Planning (TRP) (Admin)
C. Goacher c.goacher@sheffield.ac.uk +44 114 222 6901
TRP/LSC Study Skills Coordinator Sharon Wan x.wan@sheffield.ac.uk
Translational Oncology Carolyn Staton c.a.staton@sheffield.ac.uk +44 114 271 3782
School of East Asian Studies (SEAS)
Yu Chen yu.chen@sheffield.ac.uk +44 114 222 8427
School of English Madeleine Callaghan
m.callaghan@sheffield.ac.uk
School of English (Admin/rooms)
Helen Penkethman
h.penkethman@sheffield.ac.uk
School of Health and Academic Related Research (ScHARR)
Alan O'Rourke a.j.orourke@sheffield.ac.uk +44 114 222 1721
School of Mathematics & Statistics (SOMAS)
Mordechai (Moty)Katzman
m.katzman@sheffield.ac.uk
School of Mathematics & Statistics (SOMAS)
Danielle Colley danielle.colley@sheffield.ac.uk
+44 114 222 3801
School of Mathematics & Statistics (SOMAS)
Sarah Medway s.medway@sheffield.ac.uk +44 114 222 3761
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