English for Academic purposes and study skills- outline- joint version

English for Academic Purposes and study skills 

• Purpose: To summarize key concepts related to EAP.
• Thesis: English for Academic Purposes is concerned with the communication skills in English required in formal education systems.
• Audience: Teachers.

I. EAP
     A.  Definition: "...is concerned with those communication skills in English which are required for study purposes in formal education systems." (ETIC 1975)
     B. First use of the term in 1974.
     C. Settings
        1. Higher education studies.
        2. Pre-departure courses.


II. EAP courses
     A. TIME
         1. Pre-sessional (before an academic course begins-full time)
         2. In-sessional ( during an academic term or semester-part time)
     B. COMPONENTS
         1. Formal teaching programs
         2. Self-access situations.
         3. Distance-learning materials.
         4. CALL (computer-assisted language learning)


III. Coverege
      A. TENOR (Teaching of English for No Obvious Reason) or EGP (Englsih for General Purposes)
      B. ESP
          1. EOP/EVP/EPP (English for Occupational/Vocational/Professional Purposes)
          2. EAP (English for Academic Purposes)
               a. EGAP (common core/study skills)
               b. ESAP (language needed for a particular academic subject)


 IV. Subject-specific English


                   A. language needed for a particular academic subject (language structure, vocabulary, particular skills needed for the subject, and appropriate academic conventions)


                      1. Study Skills


                          a. “Abilities, techniques, and strategies which are used when reading, writing or listening for study purposes” (Richards, Platt and Platt, 1992)

Reference

Jordan, R. (1997). English for Academic Purposes - A guide and resource book for teachers. Cambridge, UK: CUP.

"Teachers need teachers to grow" Outline

Teachers need Teachers To Grow

-Outline-

• Purpose: To examine the nature of teacher learning in a cohort-based master's degree program intentionally designed for personal needs and preferences.
• Thesis: Teacher learning not only takes place in the classroom.
• Audience: Teachers from different levels of schooling and content áreas as well as different contexts.

I. Teacher learning
    A. The sociocentric view (knowledge as a result of group work)
    B. A cohort-structure
       a. Definition
       b. Types of cohorts
       c. benefits of the cohort model.


II. Research study
    A. Data collection methods (analysis of documents, field notes and observations)
      a. Quantitative responses
      b. Qualitative responses.


III. Cohort description
    A: Number of teachers who participated.
    B. Teachers' working places and positions.
    C. Reasons for entering the program.


IV. Benefits of the program.
    A: Assignments apply to teachers' needs.
    B. Advanced practicum during the year.
    C. Both teachers and professors grow professionally.


V. Teachers learning processes
    A. Survey analysis
    B. Sample comments


VI. Collaborative culture
    A: Positive aspects of becoming a learning team.


VII. The mesh between program design and teachers' learning processes
    A. Characteristics of a graduate program according to teachers
    B. Advantages of the cohort-based program


Reference: Wenzlaff, T and Wieseman, K (2004). "Teachers Need Teachers To Grow". Teachers Education Quartely