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