Dr Diane Sloan Newcastle Business SchoolElizabeth PorterELC

English Language Centre & Newcastle Business School

Rethinking the delivery of English for Academic Purposes (EAP) the design and development of the CEM Model (contextualisation, embedding and mapping)

Sloan, D. E & Porter, E. (2009) Management of English language support in Post Graduate Business education: the CEM Model (contextualisation, embedding and mapping), International Journal of Management Education, 7 (2), pp51-58.Sloan, D. & Porter, E. (2008) Contextualising in-sessional language and study skills support for international and EU students. Red Guide Paper 46, MARCET, Northumbria University.

Dr Diane Sloan Newcastle Business School Elizabeth Porter ELCPD Learning Enhancement & Dev. PL In-sessional [email protected]

[email protected]

Northumbria University: Programme and Subject Leaders’ Conference, 2009.

2

Structure of the presentation

1. Nature of the problem/past practice2. Identification of key themes

ContextualisationEmbeddingMapping

3. Value of the CEM Model4. Future research

3

1. Nature of the problemEAP specialist

Little/no liaison with subject specialists

Falling student attendance on in-sessional EAP

Lack of student engagement – 2nd semester

Business specialist Cost considerations

Low student attendance

Engagement

Communication with EAP specialist

4

Starting the process Establishing links between EAP &

subject specialist

Associate Dean NBS instigated Programme Director – business Programme Leader - EAP

5

Methodology Group 150 NBS PG international

students Questionnaires/focus groups

NBS PG Programme Directors (7) Meetings and interviews

NBS PG Module tutors (2) Interviews Shadowing

6

What were we asking? Staff

Student development needs NOT deficit model

Core module tutors Dissertation/HRM

Identifying gap in understanding Identifying gap in academic skills

Processes Induction (what and when)

7

In-sessional EAP Past process

Business School Role Administrative

process Communication with

students EAP Role

Enrolment Induction Presentations Syllabus design for

Sept - April Timetabling

Emerging Issues

Student perception of in-sessional EAP

Needs analysis

Teaching schedule

Conflict of interest

8

Emerging themes: Contextualisation

Generic vs specificity

Embedding Satellite service vs Business school

service

Mapping Right thing at the right time

9

2. Key themesContextualisation: EAP skills developed in the context of specific Business programme modules

Analysis of: Relevant Business modules: Human Resource module

and Dissertation Preparation module EAP syllabus and Business programmes syllabi

Resulting in: Reworking of the EAP syllabus Negotiation with Business School Programme Directors

and Leaders EAP syllabus negotiated with Business Module tutors

Shadowing Deeper understanding of content Greater understanding of linguistic demands

10

Embedding: integration of insessional EAP into Business programme areas

Scheduling Induction: presented with Business

Modules Timing: teaching in parallel with

Business modules Timetable of EAP : on Central timetable

issued to students EAP tutor; member of Business

academic team

11

Mapping: understanding of student need for in-sessional EAP Student needs

patterns of working Focus groups Questionnaires Course Committee

Meetings

Business staff needs Programme Directors Programme Leaders Module tutors Communication

Research findings

Student need for EAP in May – September.

Example Data collection

12

Key findings: Data collection chapter

Student working on data collection

0

5

10

15

20

Month

Fre

qu

en

cy

13

How have things changed?

EAP Tutors

NBS Admin

TimetablingTeam membership

PG ProgrammePDs & PLs

PG Module tutor

Past situation Current situation

C O M M U N I C A T I O N

Contextualisation, Embedding and

Mapping The CEM Model

SENIOR MANAGEMENT SUPPORT

14

The CEM Model

Mapping

Contextualisation

Embedding

Module TutorsEAP tutor

Subject specialist

Programme DirectorsProgramme LeadersEAP tutorCentral timetabling

EAP directorScheduling deliveryCommunication

15

3. Value of the CEM Model Staff

Closer involvement with subject specialists Closer mapping with subject delivery

Student Increased student attendance, threefold Increased level of student engagement

School Learning and Teaching agenda

Feedback External examiners External bodies – CIPD, English UK

16

Added value of CEM Model

EAP tutor involved in

Review e-learning portal Enhanced communication

channels: podcasts & vodcasts

Working patterns Increased resource from

ELC EAP extended May – Sept Broadening

contextualisation Discrete support

Transferability – literacy skills

Assessment – CETL funding

17

Key questions emerging How to sustain the integration of in-

sessional EAP in the Business School?

How to ensure the quality of in-sessional EAP delivery and development?

18

Strategic Framework

Mapping

Contextualisation

Embedding

The CEM Model

T&LPOLIC

Y Communication

Team involvement

19

Policy adoptedObjective 1: Team involvement

Integration of EAP with: PDs Programme Leader

teams Programme teams Module tutors/teams

Committees School Teaching and

Learning School Student

Liaison

Objective 2: Communication Formalised inclusion

Programme Committee Meeting agenda

Briefing Student Reps

Incorporation of EAP feedback with School module feedback process

Strategy Table

20

4. Future research 2009-

Evaluating the adaptability of the CEM Model for supporting EAP delivery

across all academic schools

External partners to investigation application of CEM Model in other

institutions.

21

Outcomes Staff development programmes : ELC and NBS Potential collaborations

University of Waikatu, New Zealand University of Western Australia Auckland University of Teachnology

Conference paper(s) BALEAP Conference, November, 2006. HEA Business, Management, Accountancy and Finance Conference Aston 2nd-

4th May, 2007. HEA Business, Management, Accountancy and Finance Conference, Edinburgh,

April, 2008. HEA Annual Conference, Harrogate, 1-3rd July, 2008

Publication(s) – Business and management Sloan, D. E. & Porter, E. (2008)’The management of English language support

in post graduate business education: the CEM Model (contextualisation, embedding and mapping’. International Journal of Management Education, 7 (2), pp. 51-58

Sloan, D. E. & Porter, E. The CEM Model - Contextualising In-sessional Language and Study Skills Support for International and EU students. Red Guide 46, MARCET Publications, Northumbria University.

22

To summariseIn the words of Eric Morecombe how do we move from ‘playing the right notes but in the wrong order…’

Sloan & PorterThe CEM Model

23

References Dudley- Evans, A. (1984) The team-teaching of writing skills. In R. Williams, J.M.Swales and J.

Kirkman (Eds) Common Ground: Shared interests in ESP and Communication Studies. ELT Documents 117

Dudley-Evans, T. & St John, M. J. (1998) Developments in ESP: A multi-disciplinary approach. Cambridge, England: Cambridge University Press.

Hyland, K. (2002) Specificity revisited: how far should we go now? English for Specific Purposes, 21, 4, pp.385-395.

Hyland, K. & Hamp-Lyons, L. (2002) ‘EAP: issues and directions’, English for Academic Purposes, 1, pp.1-12.

Madden, M. (2000) Preparation and delivery of a course in English for Specific Academic (Business Administration) Purposes. IATEFL ESP SIG Newsletter issue 16.

Saunders, S. (2006) Does EAP work? A personal view, in A. Gillett & L. Wray (Eds), Assessing the Effectiveness of EAP Programmes. pp110-113. London, UK: BALEAP

Turner, Y. (2005) Students from mainland China and critical thinking in postgraduate Business and Management degrees: teasing out tensions of culture, style and substance. International Journal of Management Education, 5, 1, pp. 3-10.

University of Birmingham. (2008) English for International Students Unit. http://www.eisu.bham.ac.uk/courses/presessionbme/ Accessed: January 2008.

University of Edinbrugh. (2008) English Language Courses. http://www.ials.ed.ac.uk/EL/English-Academic/Pre-sessional.html. Accessed: January 2008.

University of Glasgow. (2008) Pre-sessional Courses, http://www.gla.ac.uk/services/languagecentre/efl/pre-sessionalcourses/. Accessed January 2008.

24

Any questions?

Mapping

Contextualisation

Embedding

The CEM Model