Enhancing ESAP Education: Strategies for Teaching Mixed-Cohort Groups and Promoting BALEAP STEM SIG
Aaron Woodcock
ESAP Innovator | Nurturing Global Scholars in TNE | Lecturer at University of Reading
Teaching mixed-cohort groups in English for Specific Academic Purposes (ESAP) presents unique challenges and opportunities. As professionals working within Science, Technology, Engineering, and Mathematics (STEM) fields, we understand the importance of tailored instruction to meet diverse learning needs. In this article, we will explore an effective approach used at the University of Reading while also highlighting the valuable work of the BALEAP STEM SIG, a Special Interest Group connecting ESAP practitioners in STEM fields.
The BALEAP STEM SIG
The BALEAP STEM SIG plays a crucial role in connecting ESAP practitioners working in science, technology, engineering, or mathematics. Through the SIG, members collaborate to share examples of good practice, develop an understanding of linguistic features in STEM, and encourage further research in the field of EAP and STEM. By fostering these connections and collaborations, the SIG supports the transition into EAP for STEM and contributes to the advancement of pedagogical approaches and scholarship in this area.
Connecting Through Discussion
As part of the BALEAP STEM SIG's efforts to facilitate collaboration and knowledge exchange, we recently ran an event titled "Deconstructing student needs in EAP for STEM" at the BALEAP 2023 conference at the University of Warwick. This event provided a platform for EAP practitioners working within Science, Technology, Engineering, and Mathematics to share insights and perspectives on the linguistic features and challenges specific to these disciplines. The live Q&A session and subsequent discussion allowed participants to engage in fruitful conversations, uncovering key disciplinary differences and exploring common characteristics in teaching, learning, and assessment within STEM. To continue the discussion and provide a space for further contributions, the BALEAP STEM SIG has created a discussion board on Padlet. You can access the discussion board and contribute your thoughts and ideas by visiting this link: STEM SIG: BALEAP 2023 (University of Warwick) (padlet.org)
Teaching Mixed-cohort Groups
At the University of Reading's NUIST-Reading Academy, we have implemented a successful approach to teaching mixed-cohort groups in our ESAP modules. These modules cover a wide range of disciplines, including mathematics, atmospheric science, and environmental engineering. Recognizing the limitations of resources, we have developed a common syllabus that focuses on core language knowledge, communication skills, and mediation techniques while catering to students' specific disciplines.
Themes and Learning Outcomes
The syllabus is structured around three key themes:
Additionally, an overarching fourth theme of Self-awareness through reflection is incorporated to encourage lifelong learning. These themes serve as the foundation for all our ESAP modules, such as the?English for Atmospheric Science?example, where the emphasis is on equipping students with the necessary language and communication tools to excel in their academic fields.
Practical Application
To ensure effective learning, we employ various strategies and activities that engage students and enhance their subject-specific understanding. For instance, in our ESAP modules, students learn three strategies for explaining concepts, as outlined in the CEFR guidelines (CEFR, 2018, p. 128). Moreover, we focus on pronunciation and subject-specific collocations using the renowned Oxford 5000 word list. These language skills are practiced through a range of activities, such as 2-minute explanations of core concepts like "pressure" or "precipitation," using relevant Oxford 5000 words like 'gas', 'equal', and 'melt'. Additionally, students participate in group assignments, such as producing video tutorials on topics like the "water cycle," where they apply their language skills and subject knowledge, utilising Oxford 5000 words like 'cloud', 'cool', and 'release', like in this example:
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Benefits of Our Approach
Our approach to teaching mixed-cohort groups in ESAP offers several key benefits. Firstly, our common syllabus ensures the sustainability and flexibility of our courses, allowing them to be tailored to a range of students and EAP teachers. This adaptability allows us to meet the diverse needs and backgrounds of our students effectively. Secondly, a significant advantage is the emphasis on spoken communication and the integration of modern instructional techniques. By focusing on pronunciation of subject-specific vocabulary, conducting video tutorials to explain complex concepts and processes, and facilitating poster presentations summarizing research articles, we ensure that our students engage in current and relevant practices. This approach meets the evolving expectations of students and subject lecturers in ESAP, fostering effective communication skills and promoting confidence in spoken language use. Moreover, this emphasis on spoken communication makes our approach resilient to being undermined by generative AI technology, such as ChatGPT, as it prioritizes the development of authentic and interactive language skills.
By implementing these principles, our approach not only meets the immediate needs of mixed-cohort groups but also prepares students for long-term success in their academic and professional endeavors.
Conclusion
Teaching mixed-cohort groups within ESAP requires a thoughtful and adaptable approach. By employing a common syllabus with a focus on core language knowledge, communication skills, and subject-specific understanding, we can effectively address the needs of diverse ESAP students. The strategies outlined here, such as explaining concepts using relevant vocabulary and engaging in collaborative activities like video tutorials, aim to facilitate meaningful learning experiences and empower students to excel in their academic pursuits.
Let's embrace the challenges and opportunities presented by mixed ESAP groups, while also leveraging the resources and community of the BALEAP STEM SIG to advance ESAP education and scholarship in STEM.
Connect with Me and Explore
If you would like to explore this topic further or discuss any other aspect related to teaching mixed ESAP groups, I invite you to connect with me on LinkedIn. Let's collaborate and continue to advance ESAP education together.
Additionally, I encourage you to visit the BALEAP STEM SIG website at https://baleapstemsig.wordpress.com/ to learn more about the valuable resources, discussions, and opportunities available to ESAP practitioners in STEM fields.
Acknowledgements
I am grateful to the following colleagues for their significant contributions to the development and delivery of the ESAP modules, their involvement in the BALEAP STEM SIG, the discussion board, and the NUIST-Reading Academy TNE partnership.
From the BALEAP STEM SIG and the discussion board:
From the NUIST-Reading Academy TNE partnership:
I extend my heartfelt appreciation to these colleagues for their expertise, insights, and collaborative efforts, which have significantly enriched our teaching practices, promoted knowledge exchange, and advanced EAP education in STEM disciplines.
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