1. EAP and the Socialisation Experiences of Students in HE
Sandra Leigh

2. Just a thought . . .
What do we really know about our students’ post-EAP experiences?
What value is there in such information?

3. The Rationale The weakest link: former students
What are their post-EAP experiences?
Did their EAP education really serve them?
How did it help them adapt to the wider HE context?

4. Outline EdD Research Findings Lessons learnt Socialisation theories
research methodology
Findings
Lessons learnt
Outline

5. The Research Questions
What are the socialisation experiences of post-EAP students?
What is EAP’s contribution to these experiences?
How can EAP more effectively contribute to students’ experiences?

6. The EdD Research: socialisation as the framework
the process by which persons acquire the knowledge, skills, and disposition that make them more or less able members of their society” (Brim, 1966:3)
Interacting with others & setting (Bragg, 1976)
Four stages: anticipatory, formal, informal, and personal (Weidman, 1987)

7. The Research Methodology: Semi-structured interviews Participants:
multiple student interviews
Participants:
13 EAP Foundation (Bus. & Law) students
6 lecturers
4 EAP tutors
Other data: End of Year Grades; pictures (photo elicitation)

8. Findings: general
A year later, attitudes to EAP input still mostly positive
EAP programmes served as anticipatory socialisation
Students used the skills learnt on their EAP programme
Writing skills
Group work (working in groups was standard; only 1 struggled)
Familiarity with settings & university systems
Formed networks
Spaces: campuses, classrooms, libraries
Exposed to systems: Moodle, Outlook

9. Findings: differences
Disciplinary differences
Law students less satisfied
No content input
More disciplinary jargon
But . . .
Individual transitional experiences
More successful, smoother transition
Less successful, more difficult transition

10. Victoria & Thomas Differences Similarities
South East Asia although different countries
Passed FP with a distinction –
Enrolled on LLB programme
Initially very stressed
Linguistic abilities
Agentive and conformist

11. Victoria & Thomas Victoria Thomas First year average 63%
Challenged structures; used a variety of network
Balanced study/social life
Year 3: expecting to graduate with 2:1
First year average 45% & 2 resits
Chameleon (Bragg, 1976)
Limited network
Took time off in year 2; resumed though

12. Grace & Faith Similarities Differences Nigeria;
Strong English language skills
Passed FP with a distinction
Enrolled on LLB programme
Attitudinal differences
Can-do attitude

13. Grace & Faith Grace Faith First year average 58%
Exploitation of institutional opportunities
Dovetailing of personal and institutional goals
EAP input was definitely useful
Now enrolled on an MA programme
First year average 57%
Difficult year; fragmentation of personal and institutional goals
Considered dropping out of the LLB programme
Sought significant support from family
EAP was not as useful - ???

14. Lessons Learnt Networking and peer-mentoring potential:
Socialisation = an ongoing process; EAP integral part
behaviours that support lifelong learning
agentive & autonomous behaviours
challenge & question
EGAP/ESAP debate:
content input is considered valuable, but EAP is also a pedagogical intervention; adopt iterative approach
Networking and peer-mentoring potential:
Are we tapping into this?
Could post-EAP students mentor current EAP students?

15. What challenges are there with such involvement?
What next?
How can we develop empowering relationships & agency on EAP programmes?
How can we involve former EAP students in our programmes (design delivery, review)?
What challenges are there with such involvement?

16. References
Bragg, A. K The Socialization Process in Higher Education. [Online]. Washington, D.C.: Publications Department, American Association for Higher Education. Available at:
Brim, O. G Socialization through the Life Cycle. In Socialization after Childhood: Two essays (pp. 3-49). New York: John Wiley
Weidman, J. C Undergraduate Socialization. ASHE Annual Meeting Paper. ASHE Annual Meeting. Paper presented at the Annual Meeting of the Association for the Study of Higher Education. Baltimore, MD.