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Who are We? …….- teacher trainer(s) …….- the workshop organiser …. teachers of academic English from……university

Who are the Funders of the Workshop? The Economic and Social Research Council (ESRC) Global Challenges Research Fund (GCRF) The Department of Linguistics and English Language at Lancaster University …..has helped to organise the workshop

Ice-breaker: Speed “Dating” Form two rows: Half of the people on one row and the other half of the people on the opposite row. Talk to the person opposite to you for 20 seconds and then switch over. Introduce and tell them a surprising fact about yourself. Then move one step to your right, face a new person and continue ... x x x x x x x 0 0 0 0 0 0 0 Share with the whole team one surprising fact you have learnt about someone else and let others guess who that person is.

What are the Aims of the Project? The overall purpose of the project is to help teachers and learners in Uzbekistan improve their English academic reading and writing skills. This will be achieved through the following two concrete aims: Aim 1: to create an interactive model essay website containing a corpus of students’ and teachers’ academic writing in English from the Uzbek context. Aim 2: to develop a package of materials for a self-perpetuating teacher training workshop on improving academic reading and writing skills of university students and teachers in Uzbekistan.

Needs Analysis Survey Purpose: to determine academic reading and writing knowledge needs of Uzbek teachers and learners Participants: >100 university teachers of academic English in Uzbekistan Age: 26-35 (62), 36-45 (28), 18-25 (7), 46-60 (4) Native language: Uzbek (80), Russian (14), Karakalpak (2), Kazakh (1), Tajik (1), and Hindi (1). Highest education: Master’s (82), Bachelor’s (13), PhD (6) Teaching general English: 6-10 years(34), 11-15 years (25), 1-5 years (21), 16+years (18) Teaching academic English: 1-5 years (30), 6-10 years (15), 16+years (7), 11-15 years(6)

Discuss in groups What type of difficulties do your students tend to experience with academic reading? What type of difficulties do you personally experience with teaching of academic reading to your students?

Needs Analysis Survey: Key Findings (Academic Reading) Students’ difficulties with academic reading (perceived by teachers): 1. Critical reading 2. Distinguishing main ideas from supporting ideas 3. Finding and evaluating academic sources Teachers’ perceived difficulties with teaching of academic reading: 2. Finding and evaluating academic sources 3. Distinguishing main ideas from supporting ideas Example image

Discuss in groups What type of difficulties do your students tend to experience with academic writing? What type of difficulties do you personally experience with teaching of academic writing to your students?

Needs Analysis Survey: Key Findings (Academic Writing) Students’ difficulties with academic writing (perceived by teachers): 1. Synthesising academic sources 2. Academic language and style 3. Essay macrostructure 4. Referencing and plagiarism 5. Building arguments Teachers’ perceived difficulties with teaching of academic writing: 2. Building arguments 3. Referencing and plagiarism 4. Academic language and style 5. Essay macrostructure Example image

Workshop Programme Introduction to the Academic English Teacher Training Workshop Giving Feedback and Evaluating Academic Writing Finding and Evaluating Sources Thinking, Reading and Writing Critically Building Argument and Integrating Evidence Summarising and Evaluating Academic Sources Coherence and Cohesion in Academic Writing Introducing the AIM Website

Workshop Aims With this intensive teacher training workshop, we aim to: help you address some of the challenges of teaching academic English build your capacity as teachers of academic English enable you to disseminate the knowledge and skills you gained at the workshop to other teachers of academic English in your home institutions

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