1. Integrating an ESAP component into an EGAP course. BALEAP 2017 Bristol
Sue Teale:
Birmingham International Academy (BIA),
The University of Birmingham

2. Outline Why is ESAP important?
A brief background to BIA Presessional Programmes
Teacher Assistants (TAs) and English in Your Subject
My research aims and methodology
Benefits
Future research

3. Why is ESAP important?
Inclusion of subject experts provides “authenticity” and “credibility” (Jordan, 1997:121).
“Authentic materials are essential to EAP and are intrinsically motivating for students” (Alexander et al., 2008:20).
Good collaboration leads to “effective course delivery”. (Charles and Pecorari, 2015:10).
ESAP can be hard to organise due to the “range of learners” or due to “financial constraints” (Gillet, 2013).

4. BIA Presessional Programmes
EAP Post-Graduate (PG) Programme
373 students
40 different departments / 100 destination degrees
30 class teachers and 30 Teacher Assistants
10 and 6-week subject specific classes
EGAP 85% ESAP 15%

5. Teacher Assistants (TAs)
Postgraduates not lecturers
PhD in preference to MSc/MA
Mostly international students
English in Your Subject (EiYS)
2x 90 minutes sessions a week
1 TA per 10-week class (shared at 6-week stage)

6. Aims of research
What actual knowledge / insights does the TA bring, that the teacher cannot provide?
Does it matter if the TA is not in the exact discipline of the students?
What are the responsibilities of teacher and TA in the EiYS lessons?
Does the suggested syllabus match the reality of what is taught / needs to be taught?
How could we improve the induction?

7. Research Methodology – Preliminary Study
Analysis of questionnaires - TA and teacher
Comparison of materials with suggested syllabus
Recorded, in-depth interviews with the pairing
Analysis of end of course feedback forms

8. 1) What actual knowledge / insights does the TA bring?
Knowledge of postgraduate life
How to transition from Presessional to degree
Knowledge of research trends
Subject specific terms
Students believe TA (TA interview, 2017)

9. 2) Does it matter if the TA is not in the exact discipline of the students?
“the students would prefer it if the TA was from their discipline” (Teacher Interview, 2017)
“I told them what my research area is… at the beginning” (TA Interview, 2017)
“Works harder” to find materials (TA Interview, 2017)
Had to become familiar with subject specific terms
Requires flexibility - 6-week classes very mixed
May lack knowledge of the specific department
Problem with the TAs that apply

10. 3) What are the responsibilities of teacher and TA in the EiYS lessons?
Teacher decides on what TA should do
Teacher approves materials produced by the TA
Teacher uses materials in follow-up lessons
TAs “are not hired to teach” (TA Feedback, 2016)
TA creates hands-on materials
TA does short presentations
TA is key to the Academic Research Project (ARP)
Teacher vets materials Language input… in advance
Assessment at the end of the course 3/4000 word referenced essay in their subject. Answering a key question in their subject what causes cracks in concrete and what is the best method to reduce this. ARP – choice of subject, support student - finding relevant texts direction, outline, ARP TA not in discipline slowed down topic finding
Out of class looking at outlines, answering questions
Not a teacher – some teachers don’t get this they are not substitute teachers they should not be alone with the students
Does not teach a session
Key text provided by the TA could be used to find language features in subsequent lessons, reduced relative clauses etc

11. 4) Does the suggested syllabus match the reality of what is taught /needs to be taught?
TA and teacher pairing:
Covered most of the syllabus, but concentrated on Subject specific core skills:
Searching for relevant sources
Awareness of genres
Referencing
Critical analysis
Changed the order
Spent time on key areas dictated by student needs

12. 5) How could we improve the induction?
Teachers/TAs share some of the same induction sessions
Clarify roles, expectations and hours
Encourage regular communication TA / teacher
Match carefully:
new and experienced
personalities
Highlight essential elements of EiYS lessons
Give suggestions for practical presentation of materials
Share / collate materials used in previous years

13. Benefits for the University / BIA
Students gain greater understanding of specific research skills / trends
Increases employability of UoB students
Distinguishes our course from other EAP courses
Creates bank of materials

14. Benefits for the students
Feel able to contact the TA
Find out information about living in the UK
Understand life as a postgraduate.
Appreciate there is life after the presessional
See the course as tailored to them
Have relevant, up-to-date, subject specific, materials

15. Benefits for the teachers
Do not have to be subject experts
Are provided with up-to-date specific materials
Less pressured to judge relevance of ARP topics
Can focus on the language when a TA is presenting
Have the opportunity to manage

16. Benefits for the TAs Gaining teaching experience / presenting
Learning from an experienced teacher
Gaining confidence
Reflecting on own research skills
Earning money

17. Future research Start earlier
Involve more pairings (successful / not successful)
Observe the EiYS classes
Collect more material from the EiYS lessons
Interview the students
Track the students through their future degree

18. Conclusions ESAP component incorporated by employing TAs
Core subject specific skills emphasized
Induction needs careful control
Benefits: teachers, TAs, students and the University
Wider research is needed

19. References University of Birmingham Materials and data:
Data from the 2016 EAP PG Course at the University of Birmingham
Interviews with a TA and Teacher conducted at the University of Birmingham, January 2017
Materials used in one English in Your Subject class in 2016
Questionnaires sent to one TA and teacher
Teacher Assistant Handbook (2016), The University of Birmingham
2016 EAP PG Presessional TA - end of course feedback questionnaires
2016 EAP PG Presessional Teacher - end of course feedback questionnaires
2016 EAP PG Presessional Student - end of course feedback questionnaires
Alexander, O., Argent, S. and Spencer, J. (2008) EAP Essentials. A teacher’s guide to principles and practice. Reading: Garnet:
Charles, M. & Pecorari D. (2015), Introducing English for Academic Purposes, Oxford: Routledge.
Gillet, A. (2013) ‘EGAP or ESAP?’ Using English for Academic Purposes. A Guide for Students in Higher Education , 4 February. Available at: (Accessed 6th March, 2017).
Hyland, K. (2006), English for Academic Purposes, Oxford: Routledge.
Jordan, R.R. (1997) English for Academic purposes. A guide and resources for teachers. Cambridge: CUP

20. Integrating an ESAP component into an EGAP course. BALEAP 2017 Bristol
Sue Teale:
Birmingham International Academy (BIA),
The University of Birmingham