EAP and the Socialisation Experiences of Students in HE Sandra Leigh

Just a thought . . . What do we really know about our students’ post-EAP experiences? What value is there in such information?

The Rationale The weakest link: former students What are their post-EAP experiences? Did their EAP education really serve them? How did it help them adapt to the wider HE context?

Outline EdD Research Findings Lessons learnt Socialisation theories research methodology Findings Lessons learnt Outline

The Research Questions What are the socialisation experiences of post-EAP students? What is EAP’s contribution to these experiences? How can EAP more effectively contribute to students’ experiences?

The EdD Research: socialisation as the framework the process by which persons acquire the knowledge, skills, and disposition that make them more or less able members of their society” (Brim, 1966:3) Interacting with others & setting (Bragg, 1976) Four stages: anticipatory, formal, informal, and personal (Weidman, 1987)

The Research Methodology: Semi-structured interviews Participants: multiple student interviews Participants: 13 EAP Foundation (Bus. & Law) students 6 lecturers 4 EAP tutors Other data: End of Year Grades; pictures (photo elicitation)

Findings: general A year later, attitudes to EAP input still mostly positive EAP programmes served as anticipatory socialisation Students used the skills learnt on their EAP programme Writing skills Group work (working in groups was standard; only 1 struggled) Familiarity with settings & university systems Formed networks Spaces: campuses, classrooms, libraries Exposed to systems: Moodle, Outlook

Findings: differences Disciplinary differences Law students less satisfied No content input More disciplinary jargon But . . . Individual transitional experiences More successful, smoother transition Less successful, more difficult transition

Victoria & Thomas Differences Similarities South East Asia although different countries Passed FP with a distinction – Enrolled on LLB programme Initially very stressed Linguistic abilities Agentive and conformist

Victoria & Thomas Victoria Thomas First year average 63% Challenged structures; used a variety of network Balanced study/social life Year 3: expecting to graduate with 2:1 First year average 45% & 2 resits Chameleon (Bragg, 1976) Limited network Took time off in year 2; resumed though

Grace & Faith Similarities Differences Nigeria; Strong English language skills Passed FP with a distinction Enrolled on LLB programme Attitudinal differences Can-do attitude

Grace & Faith Grace Faith First year average 58% Exploitation of institutional opportunities Dovetailing of personal and institutional goals EAP input was definitely useful Now enrolled on an MA programme First year average 57% Difficult year; fragmentation of personal and institutional goals Considered dropping out of the LLB programme Sought significant support from family EAP was not as useful - ???

Lessons Learnt Networking and peer-mentoring potential: Socialisation = an ongoing process; EAP integral part behaviours that support lifelong learning agentive & autonomous behaviours challenge & question EGAP/ESAP debate: content input is considered valuable, but EAP is also a pedagogical intervention; adopt iterative approach Networking and peer-mentoring potential: Are we tapping into this? Could post-EAP students mentor current EAP students?

What challenges are there with such involvement? What next? How can we develop empowering relationships & agency on EAP programmes? How can we involve former EAP students in our programmes (design delivery, review)? What challenges are there with such involvement?

References Bragg, A. K. 1976. The Socialization Process in Higher Education. [Online]. Washington, D.C.: Publications Department, American Association for Higher Education. Available at: https://eric.ed.gov/?id=ED132909 Brim, O. G. 1966. Socialization through the Life Cycle. In Socialization after Childhood: Two essays (pp. 3-49). New York: John Wiley Weidman, J. C. 1987. Undergraduate Socialization. ASHE Annual Meeting Paper. ASHE Annual Meeting. Paper presented at the Annual Meeting of the Association for the Study of Higher Education. Baltimore, MD.