EBL4EAP SteveKirk. Lit. Rev. MFL EBL EAP ? EAP: Context Content Values/Priorities (disc.)

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Presentation transcript:

EBL4EAP SteveKirk

Lit. Rev. MFL EBL EAP ?

EAP: Context Content Values/Priorities (disc.)

EAP Context

EAP Content Academic Concepts Research Question; Thesis; Research Space Synthesis of arguments from academic sources Citation & Referencing Avoiding Plagiarism

EAP Content Language & Structuring for Academic Literacy Common academic genres = abstract; literature review; problem-solution text; empirical research report; case report The ‘Vocabulary Shift’ Nominalisation Hedging

EAP Content Basic Research Skills Using the library Using e-journals/databases Notetaking skills; Mindmapping Bibliography building

EAP Content Cultural Expectations of UK HE (95% PS Students: Non-European…) Questioning of ‘authorities’ (lecturers; reading) …i.e. Taking a Critical Stance

EAP Values/Priorities

Bloom’s Taxonomy Knowledge Comprehension Application Analysis Synthesis Evaluation

EBL in EAP constructivist view of learning deeper learning (Bloom) autonomy (through interdependence)

EBL in EAP emergence of (critical) voice discovery learning self/peer-assessment

EBL in EAP T : facilitator /manager of learning empowering learners: lang-as-choice process views of writing, learning, development Valuing the I’m-writing over the I’ve-written (Cioffi 2005)

EBL in EAP group learning pyramided discussions collaborative problem solving

EBL in EAP = essential: learning is doing (some bitter experience…)

EBL in EAP cultural capital= essential:

EBL in EAP cultural need mug&jugmarketplace (lecturers give; teachers get) (languages are learned, not taught) = essential:

The Literature Review the what the why the how

the what (L.R.) plagiarism loop input: process=product

the why (L.R.) transferable skills

the how (L.R.) (handout)

teacher-led content learner-led content learner-led process teacher-led process Plagiarism Lecture Discipline-Specific Literature Review Experience of EBL processes? Scaffolded Lit. Rev.

= EBL? you decide (disc.?)

LR: Emergent Value transferable (research/academic) skills critical reading (deep/’vertical’) summary writing (extracting the essential) referencing/citation e-catalogue searches (‘power browsing’/’horiz.’) synthesising arg’s from multiple sources taking a personal-yet-academic stance: voice (thesis / research niche)

 MFL? NSs:the cut&paste generation (?)

 MFL? horizontal ‘power browsing’ for information lack of evaluation of sources (for reliability) lack of analysis & criticality fears of failure fear of risk taking consequence (?): plagiarism ‘Getting by with Google’ 1

 MFL? genre-oriented approach for MFL academic literacy business texts

 MFL? genre-oriented approach for MFL academic literacy journalistic texts

 MFL? genre-oriented approach for MFL academic literacy narrative texts

 MFL? genre-oriented approach for MFL academic literacy academic texts

so,

EAP4MFL4EBL

Lit. Rev. MFL EBL EAP ?

Lit. Rev. MFL EBL MFL ?

EAP MFL EBL MFL ?

EAP W EBL MFL R S context/ culture-appropriate

References Slide 9 : Ballard, B. and Clanchy, J. (1984) Study Abroad: A Manual for Asian Students. Malaysia: Longman. In Jordan, R. (1997) English for Academic Purposes. Cambridge: Cambridge University Press. p.96 Slide 11 : Bloom’s Taxonomy: adapted from Bloom, B.S. (ed.) (1956) Taxonomy of Educational Objectives: The Classification of Educational Goals:Handbook I, Cognitive Domain. London: Longmans. Slide 23 : Adapted from McMorrow, J.M. (2008) PCL in the Larger Curriculum: Enquiry-Based Learning inHumanities at Manchesterhttp:// Slide 27 : 1 University College London (UCL) CIBER Group. (2008). Information Behaviour of the Researcher of the Future (CIBER Briefing paper; 9). London

EAP4EBL4EAP thank you Qs?