ESP and Autism?

I remember a number of years ago, after a morning of evaluating student oral presentations with a colleague and wondering why they sometimes said strange things, I mentioned that it seemed to me that people lost their common sense when they were speaking a language they were not very confident in. My colleague – who was a good linguist and had never experiences such issues – disagreed. Continue reading

How to write – What to write.

I’ve often quoted Frank Smith when discussing writing.  In Writing and the writer, Smith distinguishes between “composition” and “transcription” in writing. “Composition” is deciding what you want to say, and “transcription” is what you have to do to say it. His advice is “The rule is simple: Composition and transcription must be separated, and transcription must come last. It is asking too much of anyone, and especially of students trying to improve all aspects of their writing ability, to expect that they can concern themselves with polished transcription at the same time that they are trying to compose. The effort to concentrate on spelling, handwriting, and punctuation at the same time that one is struggling with ideas and their expression not only interferes with composition but creates the least favorable situation in which to develop transcription skills as well” (Smith, 1982, p. 24).

After watching Juzo Itami’s 1995 film Shizukana seikatsu (A quiet life) recently I decided to read  Nobel prize winner Kenzaburu Oe – on whose novel the film is based. In his novel The Changeling, he deals with a similar situation: Continue reading

IATEFL ESP SIG PCE, 2016 – Overview

I’ve just returned from the IATEFL English for Specific Purposes (ESP) Special Interest Group (SIG) Pre-Conference Event (PCE) in Birmingham, UK.

The theme of the PCE was tensions and debates in ESP and EAP.

As usual it was a very interesting day with teachers from many parts of the world discussing how they go about trying to meet the academic and professional linguistic needs of their students, sometimes with limited resources. Continue reading

TESOL-IATEFL ESP discussion

I recently took part in a TESOL – IATEFL online discussion about how ESP projects can create positive social change.
Kevin Knight – the organiser – gave us the following task:
You are all members of a task force team to provide language training for employees of multinational corporation. The HR department of the company is interested in your ideas about providing not only in-house training but also involving local universities in the training of its employees. In addition, the HR department is wondering how such training could be connected to its annual report on Corporate Social Responsibility. Share your ideas in connection with the big picture: How ESP projects can create positive social change.

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Where Next for EAP?

There has been much discussion recently about what exactly students have to do in order to succeed in HE. Gillett & Hammond (2009), for example, identified a range of tasks that need to be managed in order to succeed and Nesi & Gardner (2012) looked in great detail  at the genres which students need to work with. This has been a very useful contribution to the development of EAP.  However, Feak (2011) identifies the difficulties that some students might have with these genres in multidisciplinary degrees and courses.  Furthermore, my  recent experience working with students from one discipline, business students, has shown that many of the assignments that the students have to produce are much more complicated and not so easily classified.  I’d like to show some examples of these and ask how we can best help our insessional students to deal with them.

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IATEFL ESP SIG PCE – My Presentation

The theme of the Pre-Conference Event  was employability and transferability in EAP and ESP. It was a joint event with BALEAP – the global forum for EAP practitioners. Thinking about this topic from a needs analysis point of view, I tried to investigate from different angles how institutions of higher education are dealing with this issue. My conclusion was that they they are trying to deal with it, but there is a large amount of confusion, especially with regard to professional and academic genres. One example I mentioned – and so did others – was when students are asked to write a report for their manager – a professional genre – but are required to give references – typical of academic genres.

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IATEFL ESP SIG PCE 2015 – Overview

I’ve just returned from the IATEFL English for Specific Purposes (ESP) Special Interest Group (SIG) Pre-Conference Event (PCE) in Manchester, UK.

This was a joint pre-conference event between the IATEFL English for Specific Purposes Special Interest Group (ESPSIG) & BALEAP, the global forum for EAP professionals.

The theme of the PCE was employability and transferability in EAP and ESP.

As usual it was a very interesting day with teachers from many parts of the world discussing how they go about trying to meet the academic and professional linguistic needs of their students, sometimes with limited resources.
Continue reading

Development of EAP, through BALEAP PIMs

I’ve been asked to give a short talk at the next BALEAP PIM on the the history of BALEAP PIMs (Professional Issues Meetings). As I was preparing this, I thought it would be interesting to see how the topics, as shown by the titles of the presentations, have changed over the years. Continue reading

 Proofreading

The issue of proofreading is often discussed on various discussion lists. As far as I am concerned, proofreading is the reading of early drafts of a piece of work to correct errors. The extent to which EAP teachers should be involved in the proofreading of student work is controversial: see, for example, Turner (2010); Harwood, Austin, & Macauley  (2010).

I do not, though, think that as EAP or ESP teachers or lecturers we should be involved in proofreading. Continue reading

“The Harvard System” of referencing.

I was recently working with a group of students who had been asked to write a list of references using The Harvard System. The students asked me how to reference a particular source type. I wasn’t sure exactly what the lecturer wanted so I asked him. He was a little annoyed and simply told me to tell the students to use The Harvard System, not realising that there is no such thing, and that such pieces of advice are not helpful. By that I mean that there is no definitive documented version, so he needs to be more specific. Continue reading