Developing EAP courses for distance delivery in the global context David Donnarumma Helen Peters

The Open University context Promotes fair access for all Broad cultural background of students UK centric learning experience Ethnicity attainment gap Strong relationship between English language competency and academic attainment (OShea-Poon et al, 2009 WP strategy (OU, 2011) – co-ordinated programme of English language across the curriculum Going international requires different courses that meet local needs

Implications for ELT in the distance context Modules need to be: Needs/purposes analysis based Orientated to language in context Based on relationship building with language users Engaged with epistemology, ontology and discourses of academic subject areas and business and professional organisations Politically orientated towards access and empowerment of marginalised and to working relationships with the powerful and dominant Orientated to a diverse student body

Three modules developed ModuleCEFRSkills for Life Cambridge Int exams IELTSGeneral Level LB160B21FCE5Upper-int L185B21FCE5Upper-int LB720C12CAE6 (min 5.5)Advanced

Our approaches LB160: Professional Communication Skills for Business Studies –Writing in the Disciplines / Content and Language Integrated Learning (CLIL) To learn a subject is to learn the language of that subject L185: English for Academic Purposes Online –Genre based teaching and Learning Cycle (Martin, 1999) –Ethnographic Approach – Students as researchers (Johns, 1997) LB720: English communication skills for global managers (Pre-MBA) –Professional model –Case study method (mba) –Engaging with practice

The teaching and learning cycle of genre-based literacy Figure : A genre-based teaching and learning cycle (Martin, 1999:131)

Goals for students as ethnographers Draw from your own knowledge of genres and apply the knowledge to analysis/critique of known and new texts Perpetually revise own theories of genre Assess, expand upon, and revise own strategies for approaching literacy Develop abilities to research and critique texts, roles, contexts. Cultivate a metalanguage about texts and textual experience Reflect on own experiences with texts, roles, contexts A.M Johns, 1997, Text, Role and Context. CUP

LB160: Professional Communication Skills for Business Studies Level 1 30 credit module Develops academic and professional written language For both L1 and speakers of EAL Based on Case studies Three course books and resource books Teaching through forums and assignments (asynchronous)

L185: English for Academic Purposes Online Level 1 30 credit module Foundation for the OUs language across the curriculum and international ELT strategy Develops academic written and spoken language 50% UK and 50% international students Core texts: real student assignments No printed materials Use of synchronous and asynchronous communication

LB720: English communication skills for global managers (Pre-MBA) Level Pg, 15 credits Develops spoken and written communication in the context of management Aimed at international students Based on case studies Two course books Synchronous and asynchronous communication

Online distance delivery Websites Tutor group: 20 students + 1 Associate Lecturer Tutor marked assignments submitted electronically Asynchronous communication – tutor group forumstutor group forums –module wide forums Synchronous communication via online conferencing: –ElluminateElluminate Interactive Learning activities

Student Comments The confidence I gained to enable me to continue with my studies. Gaining self confidence in my English writing, which I have to do almost every day in my job. My computer skills, interaction via web, have improved immensely. I improved my ability to use the computer and learnt more about my understanding of English The forums work well as we students support and help each other through good communication. Responses from fellow students to my forum postings and feedback from my tutor to TMAs The course has enabled me to express my ideas with clarity. The course has enhanced my writing, listening and oral skills.

Our comments Technology can constitute a barrier Printed material = lack of flexibility No printed material can mean problems with accessibility Online communication works well Students achieve tasks Students find the content and language challenging but motivating