Negotiations and Second Language Acquisition Margaret Kersten SLaLS, Carleton University Ottawa, Canada Warsaw, June 2015

Overview English for academic purposes Methodology Course design Student feedback Discussion

English for academic purposes How do we prepare students to succeed at university? What should the course objectives be? How do we accomplish these objectives? Should English courses teach only language?

Cognitive academic proficiency Basic Interpersonal Communication Skills – 2 years Cognitive Academic Proficiency – 5-7 years Academic language Cognitive and critical thinking skills Compare/contrast Classify Evaluate Synthesise (Cummings, 2008)

What methods should be used? In order to: prepare students for academic requirements prepare students to cope with extensive reading teach students how to use information from readings to produce their own texts help sociolinguistic development

Language learning and acquisition Development of linguistic competence Acquisition: subconscious, “natural way”, “picking up language” – language rules not necessary for fluency Learning: conscious effort to attain knowledge of language and language rules Acquisition – central to linguistic competence Learning – supporting role; monitors errors Comprehensible input from texts, peers, teachers (Krashen, 1987)

Content-based instruction Content – basis for course design Natural acquisition: integration of four skills Focus on meaning: social and communicative functions Authentic texts Language rules – supporting role; linked to content (no prescribed sequence) Class dynamics Student-centered Group work; class discussions, problem solving tasks Teacher – facilitator (Kasper, 1997)

Sustained-content instruction Why not use regular university courses as a model? Focus on one subject area Input from a variety of sources Assignments – typical for university courses Benefits Content knowledge Academic language Critical thinking (Pally, 2000)

EAP course Advanced level EAP students’ course load: EAP + three courses Students – diverse backgrounds Culture Language Education Program of study Age

Course design: theme choice How do we decide on a theme that: Is relevant to all students Meets course objectives Decision-making and negotiations Everybody’s experience Theoretical explanations easier to grasp Social decision-making and negotiation – communication

Course design: components Course-pack Research assignment Cases and role-plays What? How? Why? Texts and activities Cognitive tasks Acquisition and learning

Texts and activities

Cognitive tasks

Acquisition and learning

Excerpts from negotiation journals What is he thinking? This is the worst offer I have received so far. After two days of waiting…I was so worried… it’s pretty stressful and I felt anxious waiting for the message. I will wait until tomorrow to think this better. It took me about two days to reach a decision regarding the offer that Mr. Mosico sent me.

Negotiation report Objectives – test Content knowledge Critical thinking Language Sources Course-pack NSSs Inspire Questionnaire Research assignment

Students’ feedback (1) Theme 100% - appropriate for the development of language skills and study skills 90% - would use negotiation skills acquired in real life and at work 81% - engaged in both face-to-face and Inspire negotiations 90% - gained awareness of cultural differences in decision-making 81% - gained awareness of cultural differences in negotiations

Students’ feedback (2) Language 90% - academic writing improved 72% - academic reading improved 72% - speaking on academic/business topics improved Critical thinking 100% - critical evaluation of sources improved 100% - comfortable locating library sources 100% - would use acquired skills in other courses

Teacher’s comments Enhanced learning Linguistic competence Joint problem solving Communication Engagement Differences in behaviour Face-to-face teams Online

Discussion Challenges Updating/supplementing Research assignment – plagiarism Face-to-face – domineering individuals Inspire – not responding; accepting offers too quickly Students’ feedback and grades confirm Benefits of sustained-content model Appropriateness of the theme Value of using problem-solving activities