40
EBL4EAP SteveKi rk
EBL4EAP
SteveKirk
Lit.Rev.
MFL
EBL
EAP?
EAP:
Context
Content
Values/Priorities
(disc.)
EAP Context
EAP Content
Academic ConceptsResearch Question; Thesis; Research SpaceSynthesis of arguments from academic sourcesCitation & ReferencingAvoiding Plagiarism
EAP Content
Language & Structuring for Academic LiteracyCommon academic genres = abstract; literature review; problem-solution text; empirical research report; case reportThe ‘Vocabulary Shift’NominalisationHedging
EAP Content
Basic Research SkillsUsing the libraryUsing e-journals/databasesNotetaking skills; MindmappingBibliography building
EAP Content
Cultural Expectations of UK HE(95% PS Students: Non-European…)Questioning of ‘authorities’ (lecturers; reading)…i.e. Taking a Critical Stance
EAP Values/Priorities
EAP Values/Priorities
Bloo
m’s
Tax
onom
y
Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation
EBL in EAP
constructivist view of learning
deeper learning (Bloom)
autonomy (through interdependence)
EBL in EAP
emergence of (critical) voice
discovery learningself/peer-assessment
EBL in EAP
T : facilitator /manager of learning
empowering learners:lang-as-choice
process views of writing, learning , development
Valuing the I’m-writing over the I’ve-written (Cioffi 2005)
EBL in EAP
group learning
pyramided discussions
collaborative problem solving
EBL in EAP
= essential: learning is doing
(some bitter experience…)
EBL in EAP
cultural capital= essential:
EBL in EAP
cultural need
mug&jug marketplace
(lecturers give; teachers get)
(languages are learned, not taught)
= essential:
The Literature Review
the what
the why
the how
the what
(L.R.)
plagiarism
loop input: process=product
the why
(L.R.)
transferable skills
the how
(L.R.)
(handout)
teacher-led content
learner-led content
learner-led process
teacher-led process
PlagiarismLecture
Discipline-Specific Literature Review
Experience of E
BL
processes?
Scaffolded Lit. Rev.
= EBL?
you decide
(disc.?)
LR: Emergent Value
transferable (research/academic) skillscritical reading (deep/’vertical’)summary writing (extracting the essential)referencing/citatione-catalogue searches (‘power browsing’/’horiz.’)synthesising arg’s from multiple sourcestaking a personal-yet-academic stance: voice
(thesis / research niche)
MFL?
NSs: the cut&paste generation (?)
MFL?
horizontal ‘power browsing’ for informationlack of evaluation of sources (for reliability)lack of analysis & criticalityfears of failure fear of risk takingconsequence (?): plagiarism
‘Getting by with Google’1
MFL?
genre-oriented approach for
MFL academic literacy
business texts
MFL?
genre-oriented approach for
MFL academic literacy
journalistic texts
MFL?
genre-oriented approach for
MFL academic literacy
narrative texts
MFL?
genre-oriented approach for
MFL academic literacy
academic texts
so,
EAP4MFL4EBL
Lit.Rev.
MFL
EBL
EAP?
Lit.Rev.
MFL
EBL
MFL?
EAP
MFL
EBL
MFL?
EAP
W
EBL
MFL R
S
context/culture-appropriate
Refe
renc
es• Slide 9: Ballard, B. and Clanchy, J. (1984) Study Abroad:
A Manual for Asian Students. Malaysia: Longman. In Jordan, R. (1997) English for Academic Purposes. Cambridge: Cambridge University Press. p.96
• Slide 11: Bloom’s Taxonomy: adapted from Bloom, B.S. (ed.) (1956) Taxonomy of Educational Objectives: The Classification of Educational Goals: Handbook I, Cognitive Domain. London: Longmans.
• Slide 23: Adapted from McMorrow, J.M. (2008) PCL in the Larger Curriculum: Enquiry-Based Learning in Humanities at Manchester http://www.campus.manchester.ac.uk/ceebl/resources/casestudies/
• Slide 27: 1 University College London (UCL) CIBER Group. (2008). Information Behaviour of the Researcher of the Future (CIBER Briefing paper; 9). London
EAP4EBL4EAP
thank you
Qs?
