UCLan Open Journals (University of Central Lancashire)
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THE GENERAL – SPECIFIC DEBATE IN EAP: WHICH CASE IS THE MOST CONVINCING FOR MOST CONTEXTS?
Get PDFThis article is based on the presentation Integrating reading and writing in EAP: Citation, Criticality, Creativity, given at the 2012 Bilkent University biennial conference on EAP (English for Academic Purposes). The focus of the article is the EGAP / ESAP debate: respectively English for General, and Specific, Academic Purposes. This important distinction can be traced back to the 1990s and the work of EAP practitioners such as Jordan (1997). Through a critical review of the literature and a discussion of the key issues arising, illustrated by practical examples where appropriate, the article aims to demonstrate that for a number of pedagogical and practical reasons an EGAP rather than an ESAP approach is the most appropriate approach in most EAP contexts. This paper will also feature in our special edition of the proceedings for the 2012 Bilkent University biennial conference on EAP (English for Academic Purposes
IDENTITY, MOTIVATION, AND AUTONOMY IN LANGAUGE LEARNING by Garold Murray, Xuesong Gao and Terry Lamb
No full text REVIEWIDENTITY, MOTIVATION, AND AUTONOMY IN LANGAUGE LEARNING Editors: Garold Murray, Xuesong Gao and Terry LambPublisher: Multilingual Matters, 2011, pp.280, £29.95ISBN 978-1-84769-372-3
Norton, L. S. (2009) Action research in teaching and learning: a practical guide to conducting pedagogical research in universities
No full textMethods adopted in teaching English to young learners in India
Get PDFThis article presents a study investigating the teaching methods adopted in teaching English language to young learners in India. The findings suggest that teachers are limited in the choice of methods being adopted in class due to a range of constraints which exist within classrooms. However, teachers are using what Prabhu (1990) refers to as their ‘sense of plausibility’ to determine what works well for young learners and are relatively involved in a principled eclectic approach to teaching, using various methods that exist within the field of English language teaching. Teachers recognise that methods and approaches adopted should create a supportive learning environment and reflect the students’ needs and requirements in order to lead to successful language learning
Editorial
Get PDFAs contemporary society becomes increasingly diverse and complex, so does the process of preparing young people for life as independent thinkers, productive citizens, and future leaders. The changing nature of students, the collegiate experience, learning, teaching, and outcomes assessment all have substantive implications for altering educational practice. There is a great deal of evidence that we can enhance learning when as teachers we pay attention to the knowledge and beliefs that our students, our learners, bring to a learning task. We band terms such as learner centred, knowledge centred, assessment centred, community centred as new models of educational reform in our classrooms. Yet we still deliver directly to students via a traditional lecture based methods. We are not dismissing these, as they do have a significant part to play in our relationship with students in the learning process. However as 21st century educators we need to consider additional enhancements to the more ‘formal’ didactic delivery. As we present lectures, seminars, practice sessions and activity based scenarios are we conscious of the focus of pedagogy, does it matter, do we reflect on the process of engagement and interaction. What of the interplay between students, tutors, parents, employers in the learning process? Is this valuable? If so at what level and how does it integrate with what we have in terms of assessment. As we weave a tangled thicket of questions relating to our engagement in the practice of learning and teaching we need to be mindful of what is happening in the wider community.This journal provides an insight into a lively group of like minded individuals at UCLan all engaged in interacting in a variety of ways with their students. Real innovation is often driven by the passionate few, frequently developed in their own time and enthused by a real desire to make a difference to the learning of their students. This motivation is not unique, unusual or perhaps unexpected. However the real problem is in ‘mainstreaming’ this innovative practice or activity. The submissions within this journal reflect this passion and motivation and we hope that many of the papers encourage you, the reader, to take up some of the ideas, and to submit your findings to a future issue of the UCLan Journal of Pedagogic Research.
Collaborative development of a problem-based learning evaluation toolkit
Get PDFProblem-based learning (PBL) has been championed in many disciplines as an effective student-centred process of learning. The body of literature extolling the virtues of PBL is vast, yet questions are still raised over the effectiveness of PBL. PBL is credited with developing many transferable skills such as team-working, collaborative learning, and communication skills, as well as knowledge acquisition. Yet it would appear that PBL continues to demand scrutiny in a way that arguably, the provision of lectures does not (Boud and Feletti 1997). In order to support and encourage pedagogical research into this area, a PBL Evaluation Toolkit has been developed. This paper will discuss the development of the Toolkit and how educational practitionersmay use the tools within to support their research