1. How can we facilitate and encourage research in EAP Teaching Centres?
EAP in the North, University of Edinburgh, 27 November, 2015
English for Academic Study

2. Developing an environment for CPD
Developing frameworks for SoTL
(Scholarship of Teaching and Learning)

3. Personal learning, development and autonomy
BALEAP Competency Framework for Teachers of English for Academic Purposes
Academic practice
an EAP teacher will
Personal learning, development and autonomy
recognize the importance of applying to his or her own practice the standards expected of students and other academic staff.
BALEAP (2008 ) Competency Framework for Teachers of English for Academic Purposes.

4. ...research engagement has the potential to be a powerful transformative force in the work and professional development of language teachers  (Borg, 2010:391) .
To update and expand subject specific knowledge to further understanding of our field and related fields (including attending / presenting papers at professional meetings).
(EFL Tutor, Job Description; English for Academic Study )

5. English for Academic Study Variety of courses
Range of teacher interests & expertise
How to encourage engagement, innovation and development?
Core:
C20+ tutors on in-sessional. Pre-sessional and teacher education (TESOL UG & PG courses)  

6. Developing an environment for CPD
A journey…
……from little acorns…
…… developed over time

7. Engaging with SoTL & Research Seminars /peer–led workshops
Induction days
EAP & TELT Reading groups
Opportunities to present; read; engage with SoTL & research

8. Learning & Teaching at UoG Support for external events
Engaging with SoTL & Research
Peer Observations
Learning & Teaching at UoG
Support for external events
Support for further study
(MEd/EdD/PhD…)

9. Some engagement with and in
46.15 engage with
Try something out c59 %
Engage in 7.69
Some engagement with reading, reading – a lot of ‘reading’ in ‘other things i do’ ;
some in prep for areas working on e.g. Masters
Still need to encourage engagement in
Reading about things; areas that come up; sharing ideas

10. Challenges Time Need for frameworks Time:
‘For me it's all about time and timing.’
‘Lunchtimes are too hectic if you are teaching before and after (and need some mental space)’
‘Give more advance notification, have a time when nobody is teaching’
Frameworks: how do I carry out a project? I need some guidance
Time
Need for frameworks

11. Developing frameworks, providing opportunities
SoTL input
1. from learning & teaching Unit
2. examples from our unit
Working parties
Timings & Time
SoTL input
1. from learning & teaching Unit to provide an overall framework
2. examples from our unit – practical examples
Working parties
-opportunities to read, work on collaborative projects
Timings & Time
Wed afternoons- for meetings (no classes)
Programme of events /sessions
Time allocated for SoTL_ in line with uni norm (c10%)

12. Need for additional and new frameworks
Challenges
Time?
Need for additional and new frameworks
e.g. Writing proposals and proceedings; ways to disseminate; frameworks for SoTL/research
More time…still an issue
Framework- new ones..Eg writing conference proposals ; ways to share/disseminate;

13. Comments, questions, suggestions?
Thank you.
Comments, questions, suggestions?

14. BALEAP (2008 ). Competency Framework for Teachers of English for Academic Purposes. Available at:
Borg, S. (2010). Language teacher research engagement. Language Teaching, 43(4),