�ݺ�ߣshows by User: stiiiv

�ݺ�ߣshows by User: stiiiv / http://www.slideshare.net/images/logo.gif �ݺ�ߣshows by User: stiiiv / Tue, 18 Oct 2016 09:49:07 GMT �ݺ�ߣShare feed for �ݺ�ߣshows by User: stiiiv 'We don't need to CLIL it; we need to KILL it: Knowledge-Integrated Language Learning for EAP' (Steve Kirk plenary, St Andrews University, UK. 27.02.16) /stiiiv/we-dont-need-to-clil-it-we-need-to-kill-it-knowledgeintegrated-language-learning-for-eap-steve-kirk-plenary-st-andrews-university-uk-270216-67338899 kirk2016knowlinteglanglngforeap-standrewsplenary27-161018094907
In this talk I take a critical look at the ideas of content and language in EAP and examine the relations we might establish between them. I suggest we need to replace the term ‘content’ with knowledge and sketch an outline of what a knowledge-integrated approach to EAP curriculum and pedagogy might look like.]]>
In this talk I take a critical look at the ideas of content and language in EAP and examine the relations we might establish between them. I suggest we need to replace the term ‘content’ with knowledge and sketch an outline of what a knowledge-integrated approach to EAP curriculum and pedagogy might look like.]]> Tue, 18 Oct 2016 09:49:07 GMT /stiiiv/we-dont-need-to-clil-it-we-need-to-kill-it-knowledgeintegrated-language-learning-for-eap-steve-kirk-plenary-st-andrews-university-uk-270216-67338899 stiiiv@slideshare.net(stiiiv) 'We don't need to CLIL it; we need to KILL it: Knowledge-Integrated Language Learning for EAP' (Steve Kirk plenary, St Andrews University, UK. 27.02.16) stiiiv In this talk I take a critical look at the ideas of content and language in EAP and examine the relations we might establish between them. I suggest we need to replace the term ‘content’ with knowledge and sketch an outline of what a knowledge-integrated approach to EAP curriculum and pedagogy might look like. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/kirk2016knowlinteglanglngforeap-standrewsplenary27-161018094907-thumbnail.jpg?width=120&height=120&fit=bounds" /> In this talk I take a critical look at the ideas of content and language in EAP and examine the relations we might establish between them. I suggest we need to replace the term ‘content’ with knowledge and sketch an outline of what a knowledge-integrated approach to EAP curriculum and pedagogy might look like.

'We don't need to CLIL it; we need to KILL it: Knowledge-Integrated Language Learning for EAP' (Steve Kirk plenary, St Andrews University, UK. 27.02.16) from Steve Kirk

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0 EAP Opportunities in Academic Reading - Some Thoughts for Teachers /slideshow/eap-opportunities-in-academic-reading-bath-210213-20037608/20037608 eapopportunitiesinacademicreadingbath21-02-13-130426114443-phpapp01
This was an EAP staff development session I ran for a UK university EAP unit early in 2013. I was tasked with looking 'beyond comprehension exercises', to look at exploiting texts and tasks for learning that was both linguistically and academically focused. This is what I came up with. One key aspect of the session looked at teasing apart the difference between co-text and context, and using this distinction to see 'EAP learning opportunities' (for students and teachers) in text, that go beyond the surface words and the grammar.]]>
This was an EAP staff development session I ran for a UK university EAP unit early in 2013. I was tasked with looking 'beyond comprehension exercises', to look at exploiting texts and tasks for learning that was both linguistically and academically focused. This is what I came up with. One key aspect of the session looked at teasing apart the difference between co-text and context, and using this distinction to see 'EAP learning opportunities' (for students and teachers) in text, that go beyond the surface words and the grammar.]]> Fri, 26 Apr 2013 11:44:43 GMT /slideshow/eap-opportunities-in-academic-reading-bath-210213-20037608/20037608 stiiiv@slideshare.net(stiiiv) EAP Opportunities in Academic Reading - Some Thoughts for Teachers stiiiv This was an EAP staff development session I ran for a UK university EAP unit early in 2013. I was tasked with looking 'beyond comprehension exercises', to look at exploiting texts and tasks for learning that was both linguistically and academically focused. This is what I came up with. One key aspect of the session looked at teasing apart the difference between co-text and context, and using this distinction to see 'EAP learning opportunities' (for students and teachers) in text, that go beyond the surface words and the grammar. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/eapopportunitiesinacademicreadingbath21-02-13-130426114443-phpapp01-thumbnail.jpg?width=120&height=120&fit=bounds" /> This was an EAP staff development session I ran for a UK university EAP unit early in 2013. I was tasked with looking 'beyond comprehension exercises', to look at exploiting texts and tasks for learning that was both linguistically and academically focused. This is what I came up with. One key aspect of the session looked at teasing apart the difference between co-text and context, and using this distinction to see 'EAP learning opportunities' (for students and teachers) in text, that go beyond the surface words and the grammar.

EAP Opportunities in Academic Reading - Some Thoughts for Teachers from Steve Kirk

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0 Competently Brought to Life - Bringing The Competency Framework for EAP Teachers alive /slideshow/competently-brought-to-life-janus-moment-200413/20035428 competentlybroughttolifejanusmoment20-04-13-130426110314-phpapp01
This was a workshop delivered at 'The Janus Moment', BALEAP Biennial Conference (20 April 2013), together with colleagues from the Universities of Glasgow and Reading. We looked at ways of bringing alive the Competency Framework for EAP Teachers (CFTEAP) for teacher development. Session Summary: Putting theory and research into practice is a challenge in any context. Doing it in a way that is transferable to a variety of contexts provides an even greater level of challenge. It could be argued that this situation applies to the Competency Framework for Teachers of English for Academic Purposes (CFTEAP), published in 2008. After three years of development the framework has gone on to provide excellent guidance for the professional development of teachers, and those responsible for training them. However, there is further scope to make the framework a practical resource for both teachers and teacher trainers. This practical workshop will look at concrete examples of materials that enact certain CFTEAP criteria to help teachers demonstrate their knowledge and progress in EAP. It will also look at materials that can be used by teacher trainers in facilitating the development of others. The first part of the workshop will take a hands-on look at materials produced to help teachers structure both their study of EAP and development as an EAP practitioner. The materials provide a framework within which teachers can develop their knowledge and skills in a staged and scaffolded way. The second part will look at a set of materials that have been developed for use by teacher trainers to provide help and guidance to early career professionals. Finally, reactions and comments will be gathered from the workshop participants in order to feed into the further development and completion of this resource.]]>
This was a workshop delivered at 'The Janus Moment', BALEAP Biennial Conference (20 April 2013), together with colleagues from the Universities of Glasgow and Reading. We looked at ways of bringing alive the Competency Framework for EAP Teachers (CFTEAP) for teacher development. Session Summary: Putting theory and research into practice is a challenge in any context. Doing it in a way that is transferable to a variety of contexts provides an even greater level of challenge. It could be argued that this situation applies to the Competency Framework for Teachers of English for Academic Purposes (CFTEAP), published in 2008. After three years of development the framework has gone on to provide excellent guidance for the professional development of teachers, and those responsible for training them. However, there is further scope to make the framework a practical resource for both teachers and teacher trainers. This practical workshop will look at concrete examples of materials that enact certain CFTEAP criteria to help teachers demonstrate their knowledge and progress in EAP. It will also look at materials that can be used by teacher trainers in facilitating the development of others. The first part of the workshop will take a hands-on look at materials produced to help teachers structure both their study of EAP and development as an EAP practitioner. The materials provide a framework within which teachers can develop their knowledge and skills in a staged and scaffolded way. The second part will look at a set of materials that have been developed for use by teacher trainers to provide help and guidance to early career professionals. Finally, reactions and comments will be gathered from the workshop participants in order to feed into the further development and completion of this resource.]]> Fri, 26 Apr 2013 11:03:14 GMT /slideshow/competently-brought-to-life-janus-moment-200413/20035428 stiiiv@slideshare.net(stiiiv) Competently Brought to Life - Bringing The Competency Framework for EAP Teachers alive stiiiv This was a workshop delivered at 'The Janus Moment', BALEAP Biennial Conference (20 April 2013), together with colleagues from the Universities of Glasgow and Reading. We looked at ways of bringing alive the Competency Framework for EAP Teachers (CFTEAP) for teacher development. Session Summary: Putting theory and research into practice is a challenge in any context. Doing it in a way that is transferable to a variety of contexts provides an even greater level of challenge. It could be argued that this situation applies to the Competency Framework for Teachers of English for Academic Purposes (CFTEAP), published in 2008. After three years of development the framework has gone on to provide excellent guidance for the professional development of teachers, and those responsible for training them. However, there is further scope to make the framework a practical resource for both teachers and teacher trainers. This practical workshop will look at concrete examples of materials that enact certain CFTEAP criteria to help teachers demonstrate their knowledge and progress in EAP. It will also look at materials that can be used by teacher trainers in facilitating the development of others. The first part of the workshop will take a hands-on look at materials produced to help teachers structure both their study of EAP and development as an EAP practitioner. The materials provide a framework within which teachers can develop their knowledge and skills in a staged and scaffolded way. The second part will look at a set of materials that have been developed for use by teacher trainers to provide help and guidance to early career professionals. Finally, reactions and comments will be gathered from the workshop participants in order to feed into the further development and completion of this resource. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/competentlybroughttolifejanusmoment20-04-13-130426110314-phpapp01-thumbnail.jpg?width=120&height=120&fit=bounds" /> This was a workshop delivered at 'The Janus Moment', BALEAP Biennial Conference (20 April 2013), together with colleagues from the Universities of Glasgow and Reading. We looked at ways of bringing alive the Competency Framework for EAP Teachers (CFTEAP) for teacher development. Session Summary: Putting theory and research into practice is a challenge in any context. Doing it in a way that is transferable to a variety of contexts provides an even greater level of challenge. It could be argued that this situation applies to the Competency Framework for Teachers of English for Academic Purposes (CFTEAP), published in 2008. After three years of development the framework has gone on to provide excellent guidance for the professional development of teachers, and those responsible for training them. However, there is further scope to make the framework a practical resource for both teachers and teacher trainers. This practical workshop will look at concrete examples of materials that enact certain CFTEAP criteria to help teachers demonstrate their knowledge and progress in EAP. It will also look at materials that can be used by teacher trainers in facilitating the development of others. The first part of the workshop will take a hands-on look at materials produced to help teachers structure both their study of EAP and development as an EAP practitioner. The materials provide a framework within which teachers can develop their knowledge and skills in a staged and scaffolded way. The second part will look at a set of materials that have been developed for use by teacher trainers to provide help and guidance to early career professionals. Finally, reactions and comments will be gathered from the workshop participants in order to feed into the further development and completion of this resource.

Competently Brought to Life - Bringing The Competency Framework for EAP Teachers alive from Steve Kirk

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0 Walking The Talk - Rethinking TTT for EAP (S.Kirk @stiiiv) /slideshow/walking-the-talk-rethinking-ttt-for-eap-skirk-stiiiv/19274411 walkingthetalkrethinkingtttforeaps-kirkstiiiv-130420072601-phpapp02
There is a stigma attached to the notion of teacher talking time. We seem to have inherited a belief from EFL that student talking time is largely always good and that teacher talking time is largely always bad. If we conceive of EAP as primarily concerned with language learning then there is a danger we see student production only as language work, as an opportunity for work on either ‘accuracy’ or ‘fluency’. In this view, the practice of maximising student talking time and minimising teacher talking time is likely to mirror that in EFL teaching. We thus retain a dichotomy between the two. If we conceive of EAP as also involving apprenticeship into the kinds of practices required of students in their academic departments, however, then what students say becomes far more important. Learner interpretation of text, in particular, is core to the academic process for many disciplines and the EAP teacher willing to engage with this content can serve as a powerful intermediary between text and student understanding. Indeed, our own experience suggests that autonomous learner engagement with academic reading in the preparation of writing may often be ineffective without teacher-scaffolded interaction during class. EAP teachers don’t just talk; they mediate learning. A more refined view of how they can do this is needed. We do not have to choose between being ‘a lecturer’ and ‘setting up and getting out of the way’. Drawing on insights from teacher practice and on extracts of EAP teaching materials, I show how recognising the functions of teacher talk enables us to scaffold learners at point of need, engaging them in teacher-mediated discussion that serves to create a crucial third space between the unhelpfully dichotomised notions of student talking time and teacher talking time.]]>
There is a stigma attached to the notion of teacher talking time. We seem to have inherited a belief from EFL that student talking time is largely always good and that teacher talking time is largely always bad. If we conceive of EAP as primarily concerned with language learning then there is a danger we see student production only as language work, as an opportunity for work on either ‘accuracy’ or ‘fluency’. In this view, the practice of maximising student talking time and minimising teacher talking time is likely to mirror that in EFL teaching. We thus retain a dichotomy between the two. If we conceive of EAP as also involving apprenticeship into the kinds of practices required of students in their academic departments, however, then what students say becomes far more important. Learner interpretation of text, in particular, is core to the academic process for many disciplines and the EAP teacher willing to engage with this content can serve as a powerful intermediary between text and student understanding. Indeed, our own experience suggests that autonomous learner engagement with academic reading in the preparation of writing may often be ineffective without teacher-scaffolded interaction during class. EAP teachers don’t just talk; they mediate learning. A more refined view of how they can do this is needed. We do not have to choose between being ‘a lecturer’ and ‘setting up and getting out of the way’. Drawing on insights from teacher practice and on extracts of EAP teaching materials, I show how recognising the functions of teacher talk enables us to scaffold learners at point of need, engaging them in teacher-mediated discussion that serves to create a crucial third space between the unhelpfully dichotomised notions of student talking time and teacher talking time.]]> Sat, 20 Apr 2013 07:26:01 GMT /slideshow/walking-the-talk-rethinking-ttt-for-eap-skirk-stiiiv/19274411 stiiiv@slideshare.net(stiiiv) Walking The Talk - Rethinking TTT for EAP (S.Kirk @stiiiv) stiiiv There is a stigma attached to the notion of teacher talking time. We seem to have inherited a belief from EFL that student talking time is largely always good and that teacher talking time is largely always bad. If we conceive of EAP as primarily concerned with language learning then there is a danger we see student production only as language work, as an opportunity for work on either ‘accuracy’ or ‘fluency’. In this view, the practice of maximising student talking time and minimising teacher talking time is likely to mirror that in EFL teaching. We thus retain a dichotomy between the two. If we conceive of EAP as also involving apprenticeship into the kinds of practices required of students in their academic departments, however, then what students say becomes far more important. Learner interpretation of text, in particular, is core to the academic process for many disciplines and the EAP teacher willing to engage with this content can serve as a powerful intermediary between text and student understanding. Indeed, our own experience suggests that autonomous learner engagement with academic reading in the preparation of writing may often be ineffective without teacher-scaffolded interaction during class. EAP teachers don’t just talk; they mediate learning. A more refined view of how they can do this is needed. We do not have to choose between being ‘a lecturer’ and ‘setting up and getting out of the way’. Drawing on insights from teacher practice and on extracts of EAP teaching materials, I show how recognising the functions of teacher talk enables us to scaffold learners at point of need, engaging them in teacher-mediated discussion that serves to create a crucial third space between the unhelpfully dichotomised notions of student talking time and teacher talking time. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/walkingthetalkrethinkingtttforeaps-kirkstiiiv-130420072601-phpapp02-thumbnail.jpg?width=120&height=120&fit=bounds" /> There is a stigma attached to the notion of teacher talking time. We seem to have inherited a belief from EFL that student talking time is largely always good and that teacher talking time is largely always bad. If we conceive of EAP as primarily concerned with language learning then there is a danger we see student production only as language work, as an opportunity for work on either ‘accuracy’ or ‘fluency’. In this view, the practice of maximising student talking time and minimising teacher talking time is likely to mirror that in EFL teaching. We thus retain a dichotomy between the two. If we conceive of EAP as also involving apprenticeship into the kinds of practices required of students in their academic departments, however, then what students say becomes far more important. Learner interpretation of text, in particular, is core to the academic process for many disciplines and the EAP teacher willing to engage with this content can serve as a powerful intermediary between text and student understanding. Indeed, our own experience suggests that autonomous learner engagement with academic reading in the preparation of writing may often be ineffective without teacher-scaffolded interaction during class. EAP teachers don’t just talk; they mediate learning. A more refined view of how they can do this is needed. We do not have to choose between being ‘a lecturer’ and ‘setting up and getting out of the way’. Drawing on insights from teacher practice and on extracts of EAP teaching materials, I show how recognising the functions of teacher talk enables us to scaffold learners at point of need, engaging them in teacher-mediated discussion that serves to create a crucial third space between the unhelpfully dichotomised notions of student talking time and teacher talking time.

Walking The Talk - Rethinking TTT for EAP (S.Kirk @stiiiv) from Steve Kirk

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0 Plausibility, Power & Progress in EAP /slideshow/plausibility-power-progress-in-eap/15966487 plausibilitypowerprogressineap-130112150804-phpapp01
Inherent power structures across departments and (mutual) ignorance are barriers to collaboration - and thus barriers to language curriculum renewal and teaching that meets learner needs. Through a narrative account of our own experience, we reflect in this talk on the highly productive inter-knowingness that has emerged and evolved between the English Language Centre and academic departments at Durham University. We relate how professional image management and the development of our own 'plausibility' among academic staff has led to a change in relationship, from 'working for' to 'working with'. Most importantly, we examine how this evolution has benefitted the student language learning experience. ]]>
Inherent power structures across departments and (mutual) ignorance are barriers to collaboration - and thus barriers to language curriculum renewal and teaching that meets learner needs. Through a narrative account of our own experience, we reflect in this talk on the highly productive inter-knowingness that has emerged and evolved between the English Language Centre and academic departments at Durham University. We relate how professional image management and the development of our own 'plausibility' among academic staff has led to a change in relationship, from 'working for' to 'working with'. Most importantly, we examine how this evolution has benefitted the student language learning experience. ]]> Sat, 12 Jan 2013 15:08:04 GMT /slideshow/plausibility-power-progress-in-eap/15966487 stiiiv@slideshare.net(stiiiv) Plausibility, Power & Progress in EAP stiiiv Inherent power structures across departments and (mutual) ignorance are barriers to collaboration - and thus barriers to language curriculum renewal and teaching that meets learner needs. Through a narrative account of our own experience, we reflect in this talk on the highly productive inter-knowingness that has emerged and evolved between the English Language Centre and academic departments at Durham University. We relate how professional image management and the development of our own 'plausibility' among academic staff has led to a change in relationship, from 'working for' to 'working with'. Most importantly, we examine how this evolution has benefitted the student language learning experience. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/plausibilitypowerprogressineap-130112150804-phpapp01-thumbnail.jpg?width=120&height=120&fit=bounds" /> Inherent power structures across departments and (mutual) ignorance are barriers to collaboration - and thus barriers to language curriculum renewal and teaching that meets learner needs. Through a narrative account of our own experience, we reflect in this talk on the highly productive inter-knowingness that has emerged and evolved between the English Language Centre and academic departments at Durham University. We relate how professional image management and the development of our own 'plausibility' among academic staff has led to a change in relationship, from 'working for' to 'working with'. Most importantly, we examine how this evolution has benefitted the student language learning experience.

Plausibility, Power & Progress in EAP from Steve Kirk

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0 https://cdn.slidesharecdn.com/profile-photo-stiiiv-48x48.jpg?cb=1604254495 Interim Centre Director and Senior Teaching Fellow at Durham University English Language Centre. Professional and research interests in EAP curriculum enactment and teacher development, using Legitimation Code Theory (LCT). Currently also exploring enactments of LCT for teaching reflective writing across the disciplines.Teaching focuses primarily MA modules in teaching EAP, principles of ELT syllabus design and second language acquisition for teachers. BALEAP Accreditation Scheme (BAS) committee member and programme assessor. theteapingpoint.wordpress.com/ https://cdn.slidesharecdn.com/ss_thumbnails/kirk2016knowlinteglanglngforeap-standrewsplenary27-161018094907-thumbnail.jpg?width=320&height=320&fit=bounds stiiiv/we-dont-need-to-clil-it-we-need-to-kill-it-knowledgeintegrated-language-learning-for-eap-steve-kirk-plenary-st-andrews-university-uk-270216-67338899 'We don't need to CLIL... https://cdn.slidesharecdn.com/ss_thumbnails/eapopportunitiesinacademicreadingbath21-02-13-130426114443-phpapp01-thumbnail.jpg?width=320&height=320&fit=bounds slideshow/eap-opportunities-in-academic-reading-bath-210213-20037608/20037608 EAP Opportunities in A... https://cdn.slidesharecdn.com/ss_thumbnails/competentlybroughttolifejanusmoment20-04-13-130426110314-phpapp01-thumbnail.jpg?width=320&height=320&fit=bounds slideshow/competently-brought-to-life-janus-moment-200413/20035428 Competently Brought to...