The Janus Moment in EAP: Revisiting the Past and Building the Future

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2013 Biennial BALEAP Conference Centre for English Language Education, School of Education, University of Nottingham The Janus Moment in EAP: Revisiting the Past and Building the Future

Friday 19 April - Sunday 21 April, 2013 Conference_brochure_2013AL_Layout 1 10/04/2013 16:24 Page 2

Attract the best When you need high achievers with excellent English – ask for Cambridge English: Advanced

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www.cambridgeenglish.org/advanced Certificate in Advanced English (CAE) Conference_brochure_2013AL_Layout 1 10/04/2013 16:24 Page 3

Friday 19 April - Sunday 21 April, 2013

Event Information 4

Welcome from the Chair 5

Special Events 6

Pre-Conference Event 7

Posters 9 Plenaries 10 ͶͶͶͶͶͶͶͶ Ͷ ͶͶ set at the right level for academic success over 1,300 test centres in 113 countries Concurrent Sessions (Friday) 12

ͶͶͶ ͶͶͶͶ Concurrent Sessions (Saturday) 22 accepted by over 3,000 institutions, including comprehensive security includes test day t p Concurrent Sessions (Sunday) 42

Conference Dinner 51

Conference Programme at a glance 52

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Event information

Dear Delegate, We are delighted to welcome you to the 2013 Biennial BALEAP Conference. The conference brings together lecturers, researchers, exam providers, and publishers with an interest in English for Academic Purposes. The conference is being hosted by the Centre for English Language Education (CELE), School of Education, University of Nottingham. The programme offers an exciting mix of presentations. We are delighted that we have had such a response to the call for papers and that we have been able to include presentations that we are certain will cover the wide range of interests of the delegates. You will ﬁnd full details of the conference programme in this booklet. If you have any queries please don’t hesitate to ask one of the conference Organising Team or Student Helpers. You will see us wearing an ASK ME badge/T-shirt. We hope that you enjoy the conference! The Organising Team

Venue The Conference, including all sessions, will take place in the East Midlands Conference Centre, which is situated very close to the Orchard Hotel on the University Park campus of the University of Nottingham.

Internet Access There is free WiFi access throughout the Conference Centre. Just search for the DeVere Network and register your details. The password is ‘venues'.

Sessions Please refer to this booklet for information about the plenary, poster, workshop, and paper presentations. There is a handy guide at the back of the booklet.

Smoking The University operates a non-smoking policy and delegates are asked not to smoke in any of the rooms or buildings.

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Welcome

I’m delighted to welcome you to the BALEAP 2013 conference. This is the 41st anniversary year and 21st conference of the organisation formerly known as SELMOUS, so the theme chosen by Mick Kavanagh and his conference organising team – the Janus Moment in EAP – seems appropriate to reflect back on achievements and look forward to the future. There are some exciting developments forthcoming, both in BALEAP and more widely in the field of EAP research and practice. This is my third and final year as the Chair of BALEAP and I would like particularly to thank the executive committee and other members of working parties and sub-committees for their dedication and hard work. A lot has been achieved in a short space of time. I will be handing over to Diane Schmitt, our current Deputy Chair, at the Annual General Meeting, to be held at lunchtime on Saturday. I would encourage as many members as possible to attend in order to have your say about the direction that you want BALEAP to take and the support it should provide. The conference has attracted a wide range of interesting papers from a variety of academic contexts. I look forward to attending some of these and having conversations with as many of you as possible throughout the conference.

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Special

Conference Theatre Friday 18.30 BALEAP Accreditation Scheme Meeting

Conference Theatre Saturday 13.00 BALEAP AGM

Gallery Saturday 18.15 BALEAP Doctoral Student Support Initiative: Fact Finding Meeting This informal session is open to all current and former PhD students, PhD supervisors and those who may be interested in doing a PhD later down the line. The purpose is to explore what gaps there are in support currently available for PhD students (in EAP related areas) as this is something BALEAP would like to focus on with a view to bolstering both new and existing researchers in the ﬁeld of EAP. A key part of this is developing a support network of post-PhD colleagues who are willing to support EAP PhD students via short one to one (online) one off sessions covering particular areas of expertise they may need as an enhancement to their existing supervision arrangement. We also want to set up a PhD student led forum where those involved in the process can share experiences with each other. Please come along to share your thoughts to help this important project get off the ground. This session will be facilitated by Dr Sara Hannam, (Oxford Brookes University) who is a member of the BALEAP Research and Publications Subcommittee. Other members of the research subcommittee will also be there so this is a chance to ﬁnd out more about how you can get involved in this important part of BALEAP's work.

BALEAP Dissertation Award The BALEAP Masters Dissertation Award aims to showcase and encourage Masters dissertations which make a significant contribution to the EAP field. Instituted in 2011, the competition is open annually to colleagues worldwide who have successfully completed an EAP-related dissertation at Masters level. The winner is awarded a sum of £250 and a guaranteed presenter’s place at a BALEAP event. The first two winners of this award will be presenting their findings at the conference, both on Saturday:

16.00 Joy Robbins (2011 Winner)

What works in academic email: A genre analysis with teacher and student perspectives

17.30 Gemma Campion (2012 Winner)

‘The Learning Never Ends’: Investigating teachers’ experiences of the transition from English for General Purposes to English for Academic Purposes in the UK context. What are the main challenges associated with beginning to teach EAP, and how can these challenges be overcome?

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Pre-conference Friday 19 April 2013

9.30-13.00

Room C11, Portland Building, University Park

Writing the University Chris Tribble and Ursula Wingate King's College London, UK

[email protected], [email protected]

Context

At King's College, London, we are developing sets of writing development resources for post-graduate students across academic disciplines (Applied Linguistics, Business Management, Pharmacy, and History). The procedure we are establishing involves cooperation with disciplinary specialists to identify relevant text genres, and to collect examples of high and low scoring writing from students currently enrolled on these programmes. Working with the disciplinary specialists, we then identify a small number of high scoring and low scoring examples which can be used in teaching and independent learning materials, along with a much larger set which can be used for later lexical and grammatical analysis. The basic approach is that the disciplinary specialists provide us with an "unpacking" of what's good and less good in the examples we have chosen together, so that the English language teaching specialists in our own group can prepare writing development resources on the basis of the expert commentaries. This is the first stage of a longer term project in which we are planning to move from text to corpus. In stage two we will use both our own Apprentice Writing Corpus and resources such as the BAWE (British Academic Written English) corpus, to develop supplementary materials which will enable students to focus on the linguistic exponents which are used by effective writers in fulfilment of discipline-specific tasks (e.g. appropriate citation, directing the reader, modifying claims and conclusions).

The Workshop In the workshop, we will: • brieﬂy provide an account of the theory which underlies the writing development programme • demonstrate the text resources that have been put in place and show participants how to do this for themselves • share examples of the teaching materials we are using and give participants an opportunity to experience how the programme is delivered to students • discuss future plans • facilitate a discussion in which participants will be invited to give feedback on our approach and ask questions related to the writing development programme and its implementation • facilitate a practical analysis session in which participants will be invited to apply the approach to examples of disciplinarily speciﬁc student writing that they have brought with them.

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Posters

Poster presenters will indicate times during which they will be available to talk.

Christopher Green and Paul O’Donovan Kaplan International College London An examination of the design factors affecting the continued use of Virtual Learning Systems by international students on university pathways programmes Outline of current theories on the design of VLS offering practitioners a number of ways in which VLS can be developed to increase student satisfaction and continuation of use in situations – such as on International Foundation and Pre-masters Pathway Programmes - where prior competencies and conﬁdence in using virtual learning environments cannot be assumed.

Christopher Green has taught EAP on a number of IFPP and Paul O’Donovan specialises in subject speciﬁc content development and teaching. Together they coordinate and develop content for KICL’s Virtual Learning System.

Irene Dietrichs Lucerne University of Applied Sciences EAP course integrated into a project module at a Swiss University of Applied Sciences This poster presents a tailor-made, adjunct type EAP course, addressing academic and professional needs of students of engineering following an English-taught Bachelor programme at a Swiss University of Applied Sciences. The application of methodological principles such as a synthesis of process-product and genre approach is shown as well as the conclusions of an analysis of the programme’s effectiveness.

Irene Dietrichs is an English teacher at Lucerne University of Applied Sciences since 1994. She has a special interest in ESP (architects and other disciplines within building professions), EAP, staff development with regard to teaching through English, and promoting learning strategies at tertiary level.

O Christina Gkonou Essex University

Teaching towards the test: Academic writing for IELTS M The presentation will focus on insights from exploratory practice in EAP writing for IELTS. The methods of teaching, assessment and feedback criteria, and extracts from students’ work will be presented with a view to suggesting ways to conduct practitioner research, and to demonstrating that teaching towards a test could be representative of the language and skills used in academic contexts. I Christina Gkonou is a PhD researcher at Essex University. She teaches linguistics, psycholinguistics, and methodology of TEFL to undergraduate students. She also works as an EFL and EAP teacher at the same university. T

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Plenaries

Opening Plenary

Conference Theatre Friday 14.00-15.00 Joan Turner Director, Centre for English Language and Academic Writing, Goldsmiths, University of London Ongoing EAP: Perennial issues and new challenges EAP is relentless: • relentlessly ongoing: goodbye pre-sessional students; hello the International Foundation Programme(s); • relentlessly pursuing an institutional position for itself that isn’t “cinderella” (cf Turner, 1999); • relentlessly analyzing needs / fashioning course design; • relentlessly attempting the speciﬁc (ESAP) while not forgetting the general; • relentlessly treading on eggshells so as not to tread on disciplinary toes; • relentlessly intercultural (but not necessarily singing our praises as mediators /practitioners thereof)

While acknowledging all of the above, I will exemplify through authentic tutorial interaction the disciplinary speciﬁc and the intercultural, and the role the EAP practitioner might play in analyzing, and building awareness of both. As a speciﬁc emergent and future challenge, I will engage with some of the discussions around ELF and Englishes and especially whether/how this might impact on EAP writing. Turner, J. (1999). Problematising the Language Problem. In H. Bool and P. Luford (eds.), Academic Standards and Expectations. The Role of EAP (pp. 59-66). Nottingham: Nottingham University Press.

Central Plenary

Conference Theatre Saturday 8.45-9.45 Dr. Caroline Coffin The Open University, UK Negotiating difference for future action: Systemic Functional Linguistics meets Academic Literacies Both Systemic Functional Linguistics (SFL) and Academic Literacies have made contributions to the fields of academic writing and to EAP but each has approached the challenges and issues faced by EAP researchers and practitioners in quite distinct ways. Whereas SFL has tended to focus on texts and disciplinary discourse, Academic Literacies has been concerned with the socio-political processes in which academic texts are situated. With its interest in disciplinary discourses, SFL has been focused on how knowledge structures are developed within subject areas; it shows less interest in individual students or teachers. In contrast, academic literacies, with its interest in reader–writer identity and power balances in the academy, is focused on student perspectives and experiences and shows less commitment to disciplinary discourse and the knowledge that it may be integral to building. In this plenary I raise the question as to whether either approach on its own can identify the questions EAP researchers and practitioners need to be asking and (through research) generating the insights we need to be applying in order to move the field on. Coming from an SFL perspective I ask, what does a focus on text-in-context tell us and what does it not tell us? In what ways can a text focused approach productively employ ethnographic methods? And what can these tell us about students that can help to shape the design of future EAP pedagogies?

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Closing Plenary

Conference Theatre Sunday 12.15-13.15 Averil Coxhead Victoria University of Wellington Vocabulary, EAP and the Janus Moment: Mind the gap Vocabulary is a productive, fast-changing, and interesting area of research for EAP. Two key questions remain in the heart of this research: what vocabulary should EAP teachers be teaching and how? In this talk, like Janus himself, I will use these two questions to look back at several key studies of different aspects of vocabulary in EAP. Unlike Janus, however, I will pause for a moment to look at the now. Then, I will take a deep breath and attempt to look towards a future of vocabulary studies in EAP.

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Concurrent Friday 19 April 2013

15.30-16.10

Theatre 15.30-16.10 Liz Hamp-Lyons and Jane Lockwood ELC, City University of Hong Kong Can EAP literacy be assessed automatically? This paper reports a study of the feasibility of the use of automated essay scoring in the context of large-scale assessment of the academic writing of non-native ﬁrst year undergraduates taking an EAP course. Issues discussed include the reliability of automated scoring, its validity compared to human scoring, and its speciﬁc validity for judging academic argumentative writing. Liz Hamp-Lyons was formerly Acting Head of CELE, University of Nottingham; she has been Head of English at the Hong Kong Polytechnic University and in 2012 was Visiting Professor at the City University of Hong Kong. Jane Lockwood is Associate Professor in English Studies and Head of the ELC at the City University of Hong Kong; she has been Director of the Centre for Professional and Business English at the Hong Kong Polytechnic University.

1A 15.30-16.10 Joanna Al-Youssef CELE, University of Nottingham Internationalising EAP: An insider/outsider research perspective Findings from research into the internationalisation of higher education are presented emphasising implications for international students’ experiences with reference to EAP. The ﬁndings are indicative of an institutional culture governed by the discourse of ‘us’ and ‘them’, widening the gap between cultural groups. The paper suggests research in EAP can beneﬁt from insider/outsider research methodologies to address the above divide. Currently working at Nottingham University, Joanna Al-Youssef has taught EAP for 16 years. She is interested in the area of internationalisation of higher education, international student issues and language and culture.

1BC 15.30-16.10 Irina Shchemeleva National Research University Higher School of Economics, Russia Disciplinary conventions or nationally speciﬁc academic style? A comparative analysis of authorial stance in English and Russian research articles in sociology The study compares the frequencies of hedges, boosters and 1st-person pronouns in English and Russian research articles in sociology. It attempts to identify which differences might be explained by conventions of academic writing in a given language and which are discipline speciﬁc. The study employs both qualitative and quantitative approaches, including frequency counts and discourse analysis of a small corpus of research articles (40 single-authored articles). It also discusses implications for EAP pedagogies. Irina Shchemeleva is Associate Professor and head of the Department of Foreign Languages at National Research University Higher School of Economics, Russia, with PhD in linguistics. She teachers EAP and ESP courses.

2AB 15.30-16.10 Lisa Robinson CELE, University of Nottingham ‘Put on the spot’: Exploring collaboration and development in the EAP post-observation conference EAP has reached a turning point. Formalised qualiﬁcations are gaining currency. Now is the time to join the dots and exploit all

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the opportunities for continued development available to us. All too often, the observation process is underexploited, yet the post-observation conference is a welcome chance to discuss teaching, challenge beliefs and bring about reconstruction of knowledge and development. Lisa Robinson is an EAP tutor and Course Director at CELE, University of Nottingham. She has research interests in teacher education, in particular the EAP observation process.

2C 15.30-16.10 Gosia Sky University of Warwick EAP teacher motivation and the global spread of English This presentation raises issues about the motivation of native and non-native EAP practitioners in British Higher Education in relation to underlying issues of globalisation of English, socio-cultural changes and internationalisation of universities. Gosia Sky is an EAP teacher and a co-editor of the IATEFL Research SIG newsletter, currently doing a PhD at the University of Warwick on teacher motivation in British HE.

3AB 15.30-16.10 Eva Prifti University of New York, Tirana

Pedagogies for learner autonomy [Workshop] This presentation is focused on the discussion of the concept of pedagogy, learner autonomy, teacher autonomy, autonomy types, and autonomy stages and how it happens, pedagogies of autonomy relating to teacher’s role in student autonomous learning, student’s control of his learning, type of learner-centred curriculum employed, and classroom/out of class nurturing of autonomy. Eva Prifti is a full-time lecturer at the University of New York Tirana, Albania teaching academic writing at the intermediate and advanced level, as well as grammar at intermediate level.

3C 15.30-16.10 Carolyn Walker INTO, University of Exeter What students talk about when they talk about reading I will present the ﬁndings of a mixed-methods study into how students’ self-concepts as L2 readers of English in an academic context developed during a pre-masters programme. The talk will include a narrative framework for the development of reading self-views, a description of the good and poor reading self-concepts which emerged, and a consideration of the classroom implications. Carolyn Walker has taught English for academic purposes at the University of Exeter, UK for a number of years. She is now Academic Director at INTO University of Exeter.

4A 15.30-16.10 James Corcoran Ontario Institute for Studies in Education, University of Toronto I MUST PUBLISH IN ENGLISH! A case study of emerging Mexican scientists This presentation includes initial ﬁndings from a case study of emerging Mexican scholars’ attitudes towards the dominance of English as an International Language of Science as well as the major discursive and non-discursive barriers to academic writing for publication in English experienced by participants. Implications of these ﬁndings for EAP practitioners both in Latin

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America and internationally will be explored. James Corcoran is a doctoral candidate in the Second Language Education program at The Ontario Institute for Studies in Education – University of Toronto. James’ research interests include critical pedagogy and academic writing.

4B 15.30-16.10 Deborah Cobbett English Language Teaching Centre, University of Sheffield Can we HEAR this? Reflective learning journals in language support classes At the University of Sheffield, under-graduates can now include short in-sessional language support courses on their Higher Education Achievement Record (HEAR), provided that they submit a reflective learning journal with a minimum of 8 entries. This presentation reports on work-in-progress to implement this innovation, considering its impact on student progress and self-awareness and its contribution to course negotiation and feedback. Deborah previously worked in English, Welsh, French, Mexican and Chinese universities, in further and adult education, in primary and secondary schools and informal youth and community education.

16.15-16.55

Theatre 16.15-16.55 Prithvi Shrestha The Open University Dynamic assessment and academic writing: Evidence of learning transfer? This paper reports on a small-scale study that investigated the transfer of academic writing skills and conceptual knowledge among undergraduate business studies students. The data are derived from a larger study (Shrestha, 2011) conducted at a British university. Prithvi Shrestha is a lecturer at the Department of Languages, The Open University, UK.

1A 16.15-16.55 John Wrigglesworth and Richard Hitchcock TESOL Centre, Sheffield Hallam University; School of Languages and Area Studies, University of Portsmouth Unpacking authentic academic texts: Approaches to the noun group on pre-sessional English language courses Packaging complex ideas in noun groups is a significant feature of academic discourse. Various descriptions of noun groups have been developed: pedagogical, formal and functional. However, published EAP textbooks rarely encourage an analysis of noun groups that extends beyond nominalization of verbs and relative clauses. This presentation considers pedagogies for unpacking academic texts for students on pre-sessional English courses. John Wrigglesworth is Senior Lecturer in English for Academic Purposes at the University of Sheffield Hallam. His main teaching and scholarly interests are English for Academic Purposes, Academic Literacies, Language Pedagogy and e-learning. Richard Hitchcock is Senior Lecturer in English for Academic Purposes at the University of Portsmouth. His main teaching and scholarly interests are English for Academic Purposes; syntax, semantic and pragmatics; and second language acquisition.

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1BC 16.15-16.55 Ahlam Menkabu University of Essex Stance and engagement in postgraduate writing: A comparative study of L1 and L2 student writers Based on data from a corpus consisting of 40 high-grade master’s dissertations (which earned a mark of 65 or above), this paper explores how L1 and L2 learners of English whose L1 is Arabic project themselves and engage readers in their writing in two different disciplines: linguistics and literature. Ahlam Menkabu is a PhD student in the Department of Language and Linguistics at the University of Essex. She is also a lecturer at Taif University, Saudi Arabia. She had been teaching ESP for ﬁve years at the Health College in Saudi Arabia.

2AB 16.15-16.55 Mike Loughlin University of Birmingham

EAP teacher observations: Reﬂection not box ticking [Workshop] How we threw away the 34 point checklist approach, stopped using observations didactically, and asked teachers to take a student’s eye view of their classes. How teachers resisted and then embraced the new, (but would still, a little, like to be told how to teach!). Mike Loughlin is an EAP Tutor and Senior Coordinator, Business Management English Pre-sessional Programme, English for International Students Unit, University of Birmingham, with 17 years teaching experience in the UK and abroad.

2C 16.15-16.55 Jock McPherson and Susie Cowley-Haselden University of Leicester English Language Teaching Unit Pretty much academic: Is the academic language we teach students appropriate? As EAP tutors, we spend considerable time and effort teaching students the ‘rules’ of academic style. Having perhaps taken these prescriptions on faith, we set out to evaluate the validity of the language we teach our students in the light of evidence from the BAWE corpus and the expectations of academic staff in the departments which receive our international students. Jock McPherson and Susie Cowley-Haselden teach on a range of presessional and insessional programmes at the University of Leicester’s English Language Teaching Unit.

3AB 16.15-16.55 Libor Stepanek Masaryk University Language Centre

Creativity in EAP: How far can we go? [Workshop] This workshop presents design, use and effectiveness of creative, collaborative and community-of-practice based materials in EAP. Its aim is to stimulate discussion on where current limits of creative, individualised and ICT-enhanced approach to EAP are and what combination of traditional and innovative methods serves learners´ needs best. Libor Stepanek is Assistant Professor in English at the Masaryk University Language Centre Brno. He specialises in creative, ICT-enhanced and individualised language learning, for example in videoconferencing and social networking.

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3C 16.15-16.55 Anne Kavanagh and Mick Kavanagh CELE, University of Nottingham L1 Arabic and Chinese speakers’ difﬁculties with reading in English This presentation considers some fundamental difﬁculties encountered by L1 Arabic and L1 Chinese students required to cope with extensive reading loads; they face high expectations regarding amount, speed, text complexity, interaction with text, and criticality. While tutors aim to improve higher-level skills, students may struggle with lower-level cognitive loads of absorbing and processing lengthy, dense, content-rich texts. Cross-linguistic effects of learning to read a different L1 written script and implications for pedagogical practice will be discussed. Anne and Mick Kavanagh are tutors at the Centre for English Language Education, at the University of Nottingham. They have extensive experience teaching English in China and more recently teaching English to Arabic speakers in Nottingham.

4A 16.15-16.55 Taguhi Sahakyan The difficulties of Armenian scholars trying to publish in international journals This presentation reports on a study that investigated the difficulties that ninety-six Armenian scholars face when they try to publish in international journals. The results of the study show that the main difficulties facing Armenian scholars are language proficiency, unfamiliarity with English academic discourse and lack of material resources. Taguhi Sahakyan holds an MA in Teaching English as a Foreign Language. She taught General English and TOEFL courses at the Department of Extension Programs, American University of Armenia, Yerevan. Her research interests involve world Englishes, current trends in EAP and culture specific approaches to ESP. She is also deeply interested in second language advocacy for social empowerment in Armenia. Taguhi is currently a postgraduate student at the University of Nottingham.

4B 16.15-16.55 Carole MacDiarmid University of Glasgow, Language Centre EFL Unit Investigating student-centred academic discourse (problem based learning sessions in medical genetics) This talk will present findings from preliminary case studies into a specific type of spoken academic discourse: student- centred problem-based learning sessions in medical genetics. Employing a genre-based approach the main phases of each stage of the PBL cycle are presented, highlighting also the extended nature of the exchanges. A corpus-based approach is used to identify significant linguistic features. Carole MacDiarmid is a Pre-sessional Course Director and MSc TESOL programme leader at the University of Glasgow. She is also studying for a PhD in spoken academic discourse.

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17.00-17.40

Theatre 17.00-17.40 Dilys Thorp University of Exeter Nebulous skulduggery: ESAP and the long arm of the law This paper reports on an ethnographic case study based on participant observation at Law lectures and workshops. It considers the demands of listening which arise from the use of metaphor, idiom and cultural reference, and of reading complex articles from legal journals. It considers one student’s strategies for handling these and discusses the pedagogic implications for ESAP and subject staff. Dilys Thorp currently teaches ESAP to potential LLM students. She has many years’ experience teaching and teacher training EAP to students from a wide range of disciplines; she is also experienced in ethnographic research.

1A 17.00-17.40 Hania Salter-Dvorak University of Exeter ‘Proofreading? It’s a bit of a murky area isn’t it?’: Two courses, two discourses, two student experiences This paper discusses the role of formal and informal proofreading in the academic writing practices of two L2 students in UK HE. Drawing on data from a longitudinal ethnographic study, I demonstrate the relationship between lecturer beliefs and student practices on two MA courses (Media and English Literature). I argue that these constitute different ideologies, creating different affordances and learning identities. Hania Salter-Dvorak is an educational sociolinguist and a lecturer on the M.Ed TESOL at Exeter University. Her research focuses on the development of academic literacy of L2 students in Anglophone HE.

1BC 17.00-17.40 Octavia Harris Nottingham Trent University Critical voice in student writing: Principles for a pedagogy This paper reports ongoing action research in devising a pedagogy for critical voice in academic writing in higher education. Some students demonstrate difﬁculties in criticality in academic writing despite having been taught EAP strategies of hedging and evaluative language. The presenter proposes alternative strategies of appropriation, critical self-reﬂection and critical friends to teach critical voice. Octavia Harris is a Senior Lecturer in EFL/EAP at Nottingham Trent University. She co-ordinates ULP English and Business English modules. She is studying for a PhD: HE in academic writing.

2AB 17.00-17.40 Jeanne Godfrey Freelance Enabling our students to use sources successfully I present material, tasks and concepts that help students use sources in writing effectively, focusing on aspects that are sometimes not neglected in teaching material and practice. I will outline related debates around study skills and academic vocabulary and will look at how the concepts and approaches of bidialectal identity, student voice, academic literacy and transformative learning can inform both our teaching and institutional frameworks around use of source and academic writing.

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Jeanne Godfrey has been teaching and managing in the ﬁeld of English language for over twenty years and set up one of the ﬁrst academic writing centres in a UK University. She is the author of several student books on aspects of academic writing.

2C 17.00-17.40 Krista Court University of Cumbria Whose job is it?: Exploring the extent and nature of the role taken by subject tutors in developing trainee teachers’ academic writing This paper investigates the extent and nature of the role taken by subject tutors in developing student teachers’ academic writing. Data are derived from 10 student essays with tutor feedback and 5 semi-structured tutor interviews. Findings indicate a consensus on the importance of academic literacy and students’ need for support but wide variation in the positions adopted by individual tutors. Krista Court is Senior Lecturer in TESOL. Her research interests include the development of students’ academic writing in HE and interventions that contribute to this outcome.

3AB 17.00-17.40 Martin Hewings Freelance 40+ years of material design: A perspective from Birmingham University The teaching of EAP at Birmingham University began in the 1960s. Since then a tradition has developed of producing research-informed teaching materials, either for in-house use or for publication. This talk discusses samples of these in order to explore the response in the materials to developments in EAP theory, research methods employed in their design, and implications for future materials. Martin Hewings lectured at Birmingham University 1985-2009, and since then has been a freelance author and consultant. He has co-edited English for Speciﬁc Purposes and recently co-authored Cambridge Academic English.

3C 17.00-17.40 Jackie Hulse University of Hertfordshire Academic identity: Challenges for staff and students in nursing Nursing is still relatively new to Higher Education and as a discipline it lacks a clear academic identity. This paper will explore the challenges this lack of clarity creates for students and staff and reﬂect on how EAP teachers might support students on nursing and other practice-based degree courses. Having worked as a nurse teacher in Higher Education for ﬁfteen years, Jackie Hulse has recently become interested in EAP and started researching the academic challenges facing student nurses.

4A 17.00-17.40 Ibolya Maricic and Diane Pecorari School of Language and Literature, Linnaeus University Mind the gap! Highlighting novelty in conference abstracts The conference abstract is a high-stakes genre which novice writers must learn to use to highlight the value of their work. One resource for doing so is to identify the gap the research ﬁlls in the body of existing literature. This paper presents a corpus- based description of the lexical and structural routines used to identify gaps in novice and accepted abstracts.

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Ibolya Maricic’s research interests focus on politeness in online discourse and on discourse features of academic writing. Diane Pecorari's research interests include intertextuality in academic writing and second language vocabulary acquisition.

4B 17.00-17.40 Stephen Hill Academic Writing Centre, Institute of Education Redeﬁning distance? Online synchronous development of academic writing This paper discusses insessional academic writing instruction using the online synchronous classroom Collaborate. We provide an evaluation of the pilot phase of the second year of JISC funded research into Digital Literacies (JISC 2012) and conclude with implications for practice across the sector. References JISC (2012) Digital Literacies as Postgraduate Attribute. [Accessed on 10 Oct. 2012] http://www.jisc.ac.uk/whatwedo/programmes/elearning/developingdigitalliteracies/DigLitPGAttribute.aspx Stephen Hill has worked as a language and literacy instructor for adults in Japan, Spain, and the United Kingdom. His interests include SLA, CALL, and discourse analysis.

17.45-18.25

Theatre 17.45-18.25 Jane Nolan and Elizabeth Poynter Leeds Metropolitan University An investigation into how international students understand and adjust to the UK Higher Education context, and in particular to academic English and written assessment practices This paper outlines the ﬁndings of an investigation into the complex, dynamic processes international students use to interpret tasks and create texts as they adapt to writing in a range of academic genres, and developing their own academic voice and identity. The outcomes suggest the key is developing personal strategies for gaining control over each stage of assessment tasks. Jane Nolan and Elizabeth Poynter are Senior Lecturers at Leeds Metropolitan University

1A 17.45-18.25 Nigel Harwood and Bojana Petri Department of Language and Linguistics, Universityć of Essex Experiencing supervision: Two case studies of master’s dissertation writers This paper reports the experiences of two students and their supervisors in different disciplines as the students tackled their master’s dissertations at a UK university. We focus on two student-supervisor pairs in accounting and economics, identifying factors which impacted upon their different experiences of supervision. Nigel Harwood is senior lecturer at the University of Essex. His research interests include EAP and materials design, and an edited book on ELT textbooks will appear later this year. Bojana Petri is lecturer at the University of Essex. She has published papers on topics such as citation use, plagiarism, contrastive rhetoric,ć and writer identity.

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1BC 17.45-18.25 Gary Riley-Jones Centre for English Language and Academic Writing, Goldsmiths, University of London Coping with uncertainty: Conceptions of criticality in art, pedagogical implications for self-transformation and the role of English for Academic Purposes Based on interviews with five HE Art lecturers, the presentation outlines a disciplinary understanding of such terms as ‘criticism’, ‘critique’ and ‘criticality’ which are discovered to have quite specific theoretical underpinnings. It will be argued that only through an understanding of these underpinnings, and a concomitant belief in the self-transformation of the individual, can EAP truly fulfil its potential. Gary Riley-Jones is an EdD student at the Institute of Education, London. He is also the Goldsmiths’ Pre-Sessional coordinator and has a particular interest in Education, Art and Visual Cultures.

2AB 17.45-18.25 Sahar Abdulelah School of Education, University of Manchester Source use in academic writing: Arab students and plagiarism This study is about source use in academic writing. The aim is to explore intertextuality in academic writing and how Arab students in UK understand use of sources in writing. The themes addressed are: 1. Types of intertextuality in academic writing. 2. Students’ educational and cultural background inﬂuence on writing. 3. Students’ understanding of source use in writing. Sahar Abdulelah is a PhD student in School of Education at the University of Manchester and has taught various English courses including academic/essay writing, listening comprehension and other general courses.

2C 17.45-18.25 Ann Smith and Juliet Thondhlana University of Nottingham EAP skills for a group case study project in business – as revealed by a task based investigation Assessed group work projects are increasingly popular in universities. Task analysis of group case study projects has however received little attention. This study investigated a group case study project in business to understand the academic literacies involved. The tasks were found to be highly complex. Furthermore, the study revealed the need for EAP programmes to incorporate the related academic skills. Ann Smith is a lecturer in EAP at the University of Nottingham. She has research interests in task based teaching, case based learning as well as group work in HE. Juliet Thondhlana is a lecturer in Applied Linguistics at the University of Nottingham. Current research interests include academic literacies, group work, intercultural communication, and higher education and employability.

3AB 17.45-18.25 Edward de Chazal Freelance EAP at lower levels: Authentic texts, scaffolded tasks, realistic outcomes A recent trend in EAP is that it is increasingly being taught at lower levels: B1 and even A2/A1. Key challenges include deﬁning a workable methodology, formulating learning outcomes which are appropriately academic yet achievable, and designing motivating materials based around authentic texts. This talk addresses these questions using material from the

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recently published Oxford EAP Intermediate/B1+ coursebook. Since 1987 Edward de Chazal has coordinated general, vocational, and speciﬁc EAP programmes in several countries. Edward presents regularly at IATEFL and BALEAP, and has co-written the Oxford EAP series.

3C 17.45-18.25 Stuart Wrigley and Karin Whiteside RHI, Royal Holloway, University of London Exploring practical applications of ‘Scaffolding Academic Literacy’ (Rose et al., 2008) in EAP reading and writing This paper reports on applications of the ‘Scaffolding Academic Literacy’ (Rose et al., 2008) approach, originally designed for use with native speaker learners, in an EAP context. We discuss the efﬁcacy of a ‘scaffolded’ approach to academic reading in terms of depth of comprehension and the impact of this on academic writing. Stuart Wrigley and Karin Whiteside are EAP tutors at Royal Holloway, University of London. Both are currently engaged in doctoral studies in the ﬁeld of international student literacy.

4A 17.45-18.25 Ambarin Mooznah Auleear Owodally Department of English Studies, FSSH, University of Mauritius From secondary school to university in an EFL context: The challenges of academic writing This study categorizes the main writing problems of Mauritian undergraduates. I analyse the reasons for the apparent gap between students’ and academics’ interpretations of what constitutes an academic assignment and argue that this gap can be explained by students’ secondary school writing experiences, the difference in the students’ and tutors’ expectations and the identity of the staff. Ambarin Mooznah Auleear Owodally is Senior Lecturer in English and has been teaching Applied Linguistics for twelve years. Her research interests are: multilingualism, creoles and literacies (emergent literacy, maktab literacy).

4B 17.45-18.25 Alannah Fitzgerald Higher Education Academy and Oxford University Computing Services Crowd-sourcing open corpus-based resources for EAP This paper will present a broadening EAP stakeholder vision for the uptake, crowd-sourcing and adoption of open corpus- based resources across traditional classroom and informal online educational contexts. Findings will be presented from the TOETOE International project with the University of Oxford and commissioned by the Higher Education Academy as part of the UK Open Educational Resources International programme. Alannah Fitzgerald is an open education practitioner and researcher working in the areas of technology-enhanced learning for English Language Teaching and the development and dissemination of open corpus-based resources for Data Driven Learning.

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Concurrent Saturday 20 April 2013

9.50-10.30

Theatre 9.50-10.30 Steve Kirk, Carole MacDiarmid, Louis Rogers, and Anne Pallant Durham University English Language Centre; Language Centre EFL Unit, School of Modern Language and Cultures, University of Glasgow; University of Reading; International Study and Language Centre, University of Reading

Competently brought to life [Workshop]

The BALEAP teacher competency framework (2008) provides a basis for the creation of teacher development materials. This workshop will provide a practical look at materials that can be exploited by new EAP teachers to demonstrate their fulﬁlment of the competencies and other materials for teacher trainers and programme leaders to run development workshops. Steve Kirk is director of pre-sessional programmes at Durham University and leads modules on their MA TESOL. He is a TEAP working party member and a BALEAP Accreditation Scheme assessor. Carole MacDiarmid is a Pre-sessional Course Director and MSc TESOL programme leader at the University of Glasgow. She is a TEAP working party member and a BALEAP Accreditation Scheme assessor. Louis Rogers teaches EAP at the University of Reading and he has contributed towards a number of EAP titles: Oxford EAP B1, DELTA Academic Objectives, Macmillan Skillful Reading and Writing. Anne Pallant is Pre-sessional Programme Director, EAP lecturer and member of the BALEAP TEAP working party, and author of EAS Writing (published by Garnet Education)

1A 9.50-10.30 Tony Lynch ELTC, University of Edinburgh Calls for assistance: An analysis of students’ requests for help in practical writing sessions during a pre-sessional English programme Course assistants play various roles in our pre-sessional: as additional native speakers in speaking lessons, informal conversational partners, and expert informants on student life. In the summer 2012 programme they took on a new role, supporting students during lab-based writing sessions. I will present an analysis of the support they provided and discuss implications for future (and other) courses. Tony Lynch has worked at Edinburgh since 1980. His research has focused mainly on second language listening and native/non-native communication, including that between EAP course assistants and international students.

1BC 9.50-10.30 Fotini Grammatosi and Nigel Harwood Department of Language and Linguistics, University of Essex An experienced teacher’s use of the textbook on an academic English course: A case study Using a repeating cycle of classroom observations and pre-/post-interviews over a semester, this qualitative study in a British university EAP context focused on one experienced teacher’s views of the textbook, his patterns of usage, and his explanations of these views and behaviours as he sometimes adapted, sometimes abandoned the book. Fotini Grammatosi is a PhD student at the University of Essex. Her research studies EAP teachers’ uses of textbooks. Nigel Harwood is senior lecturer at the University of Essex. His research interests include EAP and materials design, and an

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edited book on ELT textbooks will appear later this year. 2AB 9.50-10.30 Karin Whiteside Royal Holloway, University of London Investigating disciplinary features of undergraduate writing in History and PIR (Politics and International Relations): A corpus-assisted discourse analysis This paper reports on progress in research investigating the lexico-grammatical disciplinary features of undergraduate writing from the disciplines of History and PIR. In both, the principle form of writing is ‘the Essay genre family’ (Nesi and Gardner, 2012). For the purposes of a contrastive discourse analysis, two specialised disciplinary corpora were created consisting of successful third-year essays in each discipline. Karin Whiteside is an EAP tutor at Royal Holloway, University of London, with responsibility for the ESAP In-sessional programme, and a part-time PhD student at CAL, University of Warwick.

2C 9.50-10.30 Xin Gao and Zhongshe Lü School of Education, University of Nottingham; Foreign Language Department, Tsinghua University, China Issues of EAP in a Chinese university and their implications Prompted by a rethink of the way the English language is currently perceived and taught in China, this paper reports on a study which used student questionnaires and interviews in a Chinese university, investigating what students need to do with English and the literacy challenges they face in the context where English is used as the medium of instruction. Xin Gao is a Research Fellow in the School of Education, University of Nottingham. Zhongshe Lü is the Deputy Director of Foreign Languages Department, Tsinghua University, China.

3AB 9.50-10.30 Julia Molinari CELE, University of Nottingham From myth to credence: Understanding EAP for internationalisation This talk will outline the events that led Nottingham University to radically change its presessional EGAP provision by placing criticality, autonomy and integrated assessment at the heart of its curriculum. It will also report on some preliminary international dissemination of this project in Palestinian universities by exploring the reactions of EAP teachers working in a developing and conﬂict-ridden educational context. Julia Molinari has been teaching EAP for 15 years (Nottingham University, Derby University and Padua University, Italy). Her research interests are in academic writing, education, bilingualism, sociolinguistics and cognition. She is particularly interested in how L2 learners negotiate their multilingual literacies and identities in written academic English. Julia has a Post-Graduate Certiﬁcate in Teaching EAP, an MEd (in Applied Linguistics) and MA (Hons) Philosophy. She currently teaches EAP at Nottingham University with responsibilities for syllabus design and implementation.

3C 9.50-10.30 Sarah Horrod Kingston ‘Embedded with the troops’. Teaching academic writing from within subject modules: A short-lived luxury or the way forward? This paper is set against a background of changes in higher education policy and debates about who should teach academic

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writing. It reﬂects on the experience of conducting writing workshop sessions within one postgraduate programme’s modules and, consequently, collaborating with subject lecturers. Strategies to maximise the impact of the writing sessions are discussed and feedback on their effectiveness reﬂected on. Sarah Horrod is Senior Lecturer in EAP at Kingston, coordinates the Insessional programme and teaches mainly within the Business School. Her interests include ESAP and evolving forms of assessment.

4A 9.50-10.30 Klaus Mundt CELE, University of Nottingham Written communicative competence of Malay EAP students: A qualitative, exploratory study The research presented explores the written communicative competence of Malay pre-foundation level EAP students. It draws upon tutor, student and researcher perspectives on student writing to relate the emerging strengths and weaknesses to EAP practice and postulates contextualised EAP teaching as an efﬁcient approach to addressing certain problematic issues in all areas of competence, while incorporating cultural and linguistic awareness of the student population. Klaus Mundt is an insessional EAP tutor at CELE Nottingham. He works with students of a wide range of nationalities and academic backgrounds during regular courses and one-to-one consultation work.

4B 9.50-10.30 Louise Pullen and Rachel Abounouar University of Leicester Building a blended future: What role should audio play? Are students ready for the technological choices that teachers are making? What do we need to consider when making these choices? We’d like to share the results of our research pitting audio against email feedback and lead a discussion on how our students’ perceptions, beliefs and attitudes regarding these different modes could lead to evidence-based reﬁnement of our practices. Louise Pullen and Rachel Abounouar are EAP tutors at the University of Leicester teaching on a range of presessional and insessional courses.

11.00-12.25

Theatre 11.00-12.25 Richard Smith, John M. Swales, Andy Gillett, and Meriel Bloor University of Warwick; University of Michigan, USA; formerly University of Warwick; formerly University of Hertfordshire Panel discussion on the History of EAP and of BALEAP This panel discussion features two inputs on the history of EAP and the history of BALEAP, complemented by comments and reminiscences from a former chair of SELMOUS. Via reflection, with the audience, on the past, present and future of EAP and BALEAP, we aim to illustrate the usefulness of historical research, and of evaluation based on recall of former activities. Richard Smith teaches at the University of Warwick. Although officially retired, John Swales remains active as an EAP researcher, conference speaker, advisor, and materials developer. Meriel Bloor, formerly at Warwick, was one of the first presidents of SELMOUS.

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Andy Gillett formerly taught at the University of Hertfordshire. Gallery 11.00-12.25 Diane Schmitt, Jenifer Spencer, and Olwyn Alexander Nottingham Trent University; Freelance; Heriot-Watt University Teacher development: The role of materials The role of textbooks/materials as instruments for teacher development is becoming increasingly important as more and more teachers hired for EAP jobs are either new to teaching or new to EAP. This colloquium looks at the relationship between teacher development and materials from three different perspectives and invites discussion on the role of materials in developing new EAP teachers. Diane Schmitt is a Senior Lecturer at Nottingham Trent University and Deputy Chair of BALEAP. Her interests include: academic writing, vocabulary acquisition, language testing, and materials development. Jenifer Spencer is co-author of EAP Essentials (Garnet Education, 2008). She has taught EAP in HE contexts, with a particular focus on development of corpus-based materials, and is now a freelance teacher trainer, materials writer and editor. Olwyn Alexander teaches EAP at Heriot-Watt University. Together with Sue Argent and Jenifer Spencer she wrote EAP Essentials: a teacher's guide to principles and practice and has co-authored the Access EAP series with Sue Argent.

11.00-11.40

1A 11.00-11.40 Miranda Armstrong, Diana Hopkins, and Tom Reid ELC, University of Bath The future is integrated: Academic and employability skills for all ﬁrst year undergraduates This paper will describe and evaluate a pilot project in which home and international ﬁrst year students from each faculty are given a short series of lectures on academic and professional communication skills. We will discuss how we met and overcame the challenges involved, and how the project strengthened our identity within the institution. Miranda Armstrong has taught EFL in Hong Kong, Kathmandu, London and Barcelona; and she is currently a teacher trainer and Director of the In-sessional Programme at the University of Bath. Diana Hopkins has taught English in China, Japan, Turkey, Bangladesh, Malaysia and the UK. She has been a teacher trainer for over 20 years, working on the Cambridge CELTA and Delta course, and has taught on the MA TESOL at Bath University and MA Applied Linguistics for the Open University. She is also the author and co-author of several ELT books including The Cambridge Grammar for IELTS (2007). Tom Reid has taught Academic English for 20 years in universities including the University of Kent at Canterbury, Bath Spa University and The University of Bath. In his current role, he directs the English for Business and Management Courses at the University of Bath.

1BC 11.00-11.40 Mehtap Kocatepe Zayed University The exploration of learning beyond the classroom: Perspectives from the Gulf This paper presents the ﬁndings of research aimed at exploring the out-of-class learning activities of a group of tertiary level learners and their views on the signiﬁcance of out-of-class study on academic development. I discuss the implications of the research for EAP pedagogy and conceptions of learner autonomy. Mehtap Kocatepe has been teaching EFL/EAP for 15 years. Currently, he is teaching academic writing at Zayed University. His

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research interests include learner autonomy and qualitative research. 2AB 11.00-11.40 Lin Ling Hong Kong Polytechnic University The structure and function of the introductory phase of empirical research articles in civil engineering and applied linguistics: A comparative study This study takes both cross-generic and cross-disciplinary perspectives into the structure and function of the introductory phase formatted in “I+LR” (an Introduction followed by an LR) based on two self-compiled specialized corpora. The ﬁndings will expand our present knowledge on how to structure part-genres of the research article, especially those in its opening stage, and thereby have valuable pedagogical implications. Lin Ling is undertaking a doctoral degree in Applied Linguistics at Hong Kong Polytechnic University. Her research interests lie in EAP research, second language writing, discourse analysis and corpus linguistics.

2C 11.00-11.40 Shuai Zhao School of Contemporary Chinese Studies, University of Nottingham Longitudinal investigation on factors influencing academic English writing development of Chinese postgraduate students This paper offers the result of a longitudinal case study which attempts to identify the factors influencing academic English writing development of Chinese postgraduate students in the UK. The findings from this longitudinal case study provide some pedagogically practical implication on factors influencing Chinese students’ academic English writing development over the first term of postgraduate courses. Shuai Zhao is a recent graduate of the PhD in Applied Linguistics at the University of Sheffield. He is currently a teaching fellow at the University of Nottingham.

3AB 11.00-11.40 Jane Blackwell

Teaching referencing as an ‘educative response’ to plagiarism [Workshop] This workshop examines teaching materials which were inspired by calls for an ‘educative response’ to plagiarism (Sutherland- Smith, 2010). A series of tasks aimed to develop students’ understanding of the reasons behind correct referencing, and to increase students’ awareness of the epistemological considerations that go into writing in an academic context (Hendricks and Quinn, 2000). Jane Blackwell teaches at the Academic Writing Centre at the IOE (Institute of Education, University of London) and also has responsibility for e-learning development.

3C 11.00-11.40 Sandra Leigh CELE, University of Nottingham A pragmatic and critical approach to critical thinking in EAP This presentation aims to identify the 6 Steps for developing critical thinking. It will provide a rationale for choosing these steps, then examine and compare responses from interviewees highlighting key features that could potentially inform how we teach CT in EAP. It is hoped that the presentation will illuminate issues that directly affect teaching CT within the EAP classroom.

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Sandra Leigh is an EAP tutor at the University of Nottingham with considerable experience teaching in Lebanon, the UAE and the UK. She has recently started an EdD aiming to focus on CT skills. 4A 11.00-11.40 Laura Vilkaitè, Henrik Gyllstad, and Norbert Schmitt Freelance; University of Lund; University of Nottingham Vocabulary size and EAP: Evaluating the Vocabulary Size Test The Vocabulary Size Test is increasingly being used for both research and pedagogy, despite the fact that there is still little evidence supporting its validity for these purposes. This study investigates the sufﬁciency of the VST’s sampling rate, its vulnerability to guessing, and the effect of cognates in the test. Laura Vilkaitè completed her MA in Applied Linguistics and ELT from the University of Nottingham in 2012. She focused on SLA, vocabulary studies, and language assessment. Henrik Gyllstad is Senior Lecturer at the University of Lund in Sweden and specializes in second language vocabulary and assessment, in particular collocation knowledge. Norbert Schmitt is Professor of Applied Linguistics at the University of Nottingham and is interested in all aspects of vocabulary.

4B 11.00-11.40 Dawn Cremonese ELT, University of St Andrews Socio-pragmatic and linguistic awareness raising in ESAP through video-dubbing This study focuses on developing the socio-pragmatic and linguistic awareness of 20 ESAP students attending a one-year foundation programme for Medicine at the University of St Andrews. The speciﬁc aim is to develop recognition and appropriate use of prominence and intonation within utterances (Rost, 1990) through integrated-skills classes featuring video-dubbing tasks. Dawn Cremonese is the Director of the International Foundation Programme for Medicine in ELT at the University of St Andrews and has over 12 years experience in EFL, ESOL, EAP and ESAP in Italy and Britain. Research interests include language socialization in ESAP and bilingual language socialization. She also runs a bilingual focus group in Fife for parents of school-aged children.

11.45-12.25

1A 11.45-12.25 Ellie Kennedy Nottingham Trent International College The ExIST Project: EAP across the curriculum This presentation argues that EAP techniques should not be limited to pre-sessional and in-sessional support, but can be integrated into university seminars in order to encourage the critical engagement of all students. The presentation details the ExIST (Excellence in International Student Teaching) project at Nottingham Trent International College, which brought together EAP and academic subject tutors to share teaching strategies After teaching EAP at an international college, Ellie Kennedy now works in Academic Development at Nottingham Trent University. She is also an editor of the new International Student Experience Journal.

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1BC 11.45-12.25 Steve Kirk Durham University English Language Centre Walking the talk: Reﬁning notions of TTT in EAP In this talk I argue that the traditional opposition set up between ‘student talk’ and ‘teacher talk’ is unhelpful for EAP teachers looking to develop their sense of best practice in the classroom. I propose a more granular view of teacher talk, one that focuses on the functions that TTT can play in mediating EAP student learning. Steve Kirk is director of pre-sessional programmes at Durham University and leads modules on their MA TESOL. He is a TEAP working party member and a BALEAP Accreditation Scheme assessor.

2AB 11.45-12.25 Jackie Dannatt University of Bristol The development of, and response to an academic writing module for electrical engineers at the University of Bath The paper is a case study of a bespoke academic writing course designed and delivered at the University of Bath to enable first year undergraduate Electronic and Electrical Engineering students to develop their writing in the field and to align more closely to the discipline-specific genre. Jackie Dannatt teaches EAP and has co-ordinated the Academic English for Electrical Engineering course at the University of Bath. She now teaches at the University of Bristol, continuing her focus on academic skills within the disciplines.

2C 11.45-12.25 Garry N. Dyck and Rodrigo Lastra University of Manitoba A quantitative analysis of Chinese student success: Statistically examining the past to plan for future success This presentation examines the level of success of Chinese students (1,986) in a Canadian medical-doctoral university. Their level of success is compared with other international students (4,117) as well as with Canadian students (27,837). All international students are further distinguished by their participation in a pre-sessional, fourteen-week EAP program. The results have implications for EAP program design. Garry N Dyck is Director of the English Language Centre of the University of Manitoba. Rodrigo Lastra, PhD, is a Quantitative Ecologist at the University of Manitoba.

3AB 11.45-12.25 Emma Lay ELTU, University of Leicester

The Dogme approach and EAP: Invigorating the EAP classroom [Workshop] This workshop will be interactive and engage participants in dialogue about how we can apply Dogme ELT principles to EAP classrooms. The speaker will share some activities from her own EAP teaching practice and groups will then be encouraged to discuss, evaluate and share their own emerging ideas and reﬂections. Emma Lay teaches at the ELTU at the University of Leicester. At the moment she is working with insessional and Erasmus/Study Abroad students on EAP and academic writing modules.

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3C 11.45-12.25 Tijen Aksit Bilkent University Supporting current and future EAP managers’ leadership development This session presents the methodology followed for designing and delivering an in-house leadership and management development program for the current and future EAP managers in Bilkent University. The ADDIE (Analysis, Design, Development, Implementation, and Evaluation) model of developing training programs was followed. The session covers the phases from ‘job proﬁling’ to ‘designing needs assessment surveys’, from ‘training methodology choice’ to ‘delivery of the program’. Tijen Aksit has an MA in ELT, and a PhD in educational administration. She has been the director of the Faculty Academic English Program in Bilkent University since 2007.

4A 11.45-12.25 Yu-Hua Chen and Shaida Mohammadi Pearson Investigating the relationship of word frequency, item difficulty, and vocabulary size in an academic English test This presentation explores the relationship between item difficulty and vocabulary size in the context of an academic English test by comparing the difficulty of the test items and the frequency band of the words tested in those items. The implications for EAP pedagogy, test development, and the direction for future research will also be discussed. Yu-Hua Chen works as Test Development Manager at Pearson. She is interested in how corpus analysis can facilitate/validate ELT materials. Publications include Lexical Bundles in L1 and L2 Academic Writing (2010). Shaida Mohammadi works as Test Development Manager at Pearson. Her responsibilities include overseeing development of language tests and conducting relevant research.

14.00-14.40

Theatre 14.00-14.40 John M. Swales University of Michigan, USA Revising an EAP textbook: A multivocal enterprise This is a case study of the process of revising an EAP writing textbook—a process that turned out to involve multiple stakeholders, often with conﬂicting interests, ranging from the director of the press, the ESL editor, the authors, and major users of the existing edition. Issues included length, disciplinary coverage, and writing style of the explanatory material. Although ofﬁcially retired, John Swales remains active as an EAP researcher, conference speaker, advisor, and materials developer.

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1A 14.00-14.40 Ian Pople University of Manchester, UK Creative/Academic writing: Interfaces and overlaps This presentation will discuss the effects of studying creative writing on the academic writing performance of non-native speakers of English, who are studying in a range of disciplines from modern languages to computing, in a British university. The presentation will present comments from those students contained in their commentaries on their own creative writing. Ian Pople is a Senior Language Tutor in the University Language Centre at University of Manchester.

1BC 14.00-14.40 Caroline San Miguel University of Technology, Sydney - Australia English for clinical purposes: Helping clinical supervisors assess English proficiency Recent policies and quality audits in Australia emphasise the importance of developing and monitoring university students’ English language proficiency. This paper discusses the development and evaluation of a set of language guidelines relevant to the clinical context, and designed to help clinical supervisors (expert nursing practitioners without a language education background) assess nursing students’ English language proficiency during clinical practicum. Caroline San Miguel works in an academic language and learning centre, collaborating with nursing academics to integrate language into the curriculum. Her current research interest is language and learning in clinical settings.

2AB 14.00-14.40 Kristin Sendur Sabanci University, Istanbul - Turkey Discipline-specific critical thinking: Skills and language Students studying EAP at an English-medium university in Istanbul, Turkey participated in a critical thinking intervention designed to increase their success in a required first year history course. The intervention targeted students’ discipline- specific critical thinking skills and academic English needed for reading into writing. Emphasis was given to helping students recognize and produce the academic English associated with critical thinking. Kristin Sendur is a member of the Sabanci University Writing Center in Istanbul, Turkey where she coordinates the Center’s activities for students studying in the English language program.

2C 14.00-14.40 Alex Ding, Sara Hannam, and Julie King University of Nottingham; Oxford Brookes University, UK EAP - the state we are in: A manifesto for higher education(al) aims and ideals This paper is an invitation to urgently (re)consider our values as EAP practitioners within the socio-political contexts that shape our praxis. We articulate our understandings of the current state of EAP in HE in order to confront prevalent discourses that permeate our lives and to begin the pressing task of elaborating a collective manifesto that captures our shared values. Alex Ding is a lecturer in the School of Education, University of Nottingham. Sara Hannam is Deputy Academic Director/Senior Lecturer at Oxford Brookes University Pathways (International Centre). She is also a member of the BALEAP research committee and the IATEFL E-committee. Julie King was until very recently an associate professor in the School of Education, University of Nottingham and the Head of its Centre for English Language Education.

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3AB 14.00-14.40 Sophia Butt University of Birmingham, UK Pedagogies for autonomy: Booster Week – enhancing student-centred learning The concept of Booster Week is a highly successful student-centred innovation which was introduced on the BME Programme in 2009 to develop student autonomy. With minimal teacher intervention and in tight time constraints, students form new partnerships in small multi-cultural groups to complete a combination of written and oral tasks resulting in the production of video materials and/or poster presentations. Sophia Butt is Director of the discipline-speciﬁc Business Management English (BME) Presessional Programme at the University of Birmingham.

3C 14.00-14.40 Awad Alhassan University of Khartoum, Khartoum - Sudan Students' problems on an English medium MBA programme in Sudan: A qualitative ethnographically-oriented study This paper investigates Sudanese EFL students’ experiences on an English-medium Master of Business Administration (MBA) programme in Khartoum. The implications of the study are discussed with reference to business as a subject area of study in the Sudanese context, and it is argued that the ﬁndings of the study could also be transferable to other EFL contexts. Awad Alhassan is a lecturer at the Department of English, University of Khartoum. He is currently studying for PhD in Applied Linguistics at the Department of Language and Linguistics, University of Essex.

4A 14.00-14.40 Lisa Bilsky and Nehal Sadek Educational Testing Service, Princeton, NJ - USA Features of academic reading passages The presenters discuss the features of academic reading passages, show sample passages that demonstrate the academic features discussed, provide advice for ESL teachers in EAP contexts on how to identify and select academic reading passages for classroom use, and give an example of the process of academic passage selection from the TOEFL iBT test. Lisa Bilsky has been working as an assessment specialist at ETS for the past 2 years. She works on the TOEFL Reading Comprehension test. Her background is in foreign language pedagogy. Nehal Sadek is an assessment specialist at ETS. She earned her PhD in composition and TESOL from Indiana University of Pennsylvania and has taught numerous ESL courses in different universities.

4B 14.00-14.40 Jemma Prior Free University of Bozen, Italy Form follows function: Teaching an advanced ESAP course to multilingual design students The Free University of Bozen/Bolzano is a multilingual university in South Tyrol, the German-speaking area of Italy. Students on the BA in Design undertake Product Design and Visual Communication projects taught in the Faculty’s three languages: German, Italian, English. This paper focuses on the advanced ESAP course for Design students, the “form follows function” methodology used and the results achieved. Jemma Prior is an ESP/EAP lecturer at the Free University of Bozen in Italy. She is currently enrolled on Aston University’s PhD in Applied Linguistics distance learning programme.

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14.45-15.25

Theatre 14.45-15.25 Kwab Asare and Katie Mansfield University of Westminster, UK The development of discipline-specific EAP materials Considering the needs, context and expectations of students, by incorporating the genre-informed approach to academic writing, materials are to be developed for Postgraduate students on Life Sciences courses. This approach aims to introduce students to a number of pedagogic strategies, namely contextual and linguistic analysis (which include the findings from corpus tools), theme and rheme and reformulation. Kwab Asare is a Senior Lecturer at the University of Westminster in EAP and the Course Leader for Pre-Sessional Courses. Kwab’s research interests include academic learning styles and academic writing. Katie Mansfield is a bilingual (English-Spanish) EAP tutor at the University of Westminster. Katie is interested in materials development and to date, has published a variety of ELT and EAP materials.

1A 14.45-15.25 Hania Salter-Dvorak University of Exeter, UK How the ‘double burden’ of L2 academic writing translates into the ‘double unknown’ for assessors [Workshop] This workshop will explore assessment criteria for L2 academic writing. I will distribute extracts from two students’ assignments (Media and English literature) and invite participants ﬁrst, to establish criteria for marking these and, second, to mark them. I will then reveal how these texts were marked by the subject lecturers, and discuss implications from the perspectives of equal opportunity, EAP teaching, and university policy. Hania Salter-Dvorak is an educational sociolinguist and a lecturer on the M.Ed TESOL at Exeter university. Her research focuses on the development of academic literacy of L2 students in Anglophone HE.

1BC 14.45-15.25 Andrew Blackhurst University of Cambridge ESOL Examinations, UK Lessons from history: CAE, (I)ELTS and the testing of academic-level English How did a 1986 proposal for a Certiﬁcate in English for International Communication result in Cambridge English: Advanced? How were debates over proﬁciency levels and the (de)merits of ESP testing and of strongly integrated tasks resolved in its design? Can we see similar themes in the earliest history of IELTS, and what factors continue to shape Cambridge English: Advanced now? Andy Blackhurst has overall responsibility for the research and validation of IELTS and manages a team of analysts with responsibilities for the validation of a range of Cambridge English examinations.

2AB 14.45-15.25 Ian Bruce University of Waikato, Hamilton - New Zealand Critical thinking in research writing: A transferable inter-disciplinary skill or an integral element of disciplinarity and genre knowledge This study examines the expression of critical thinking in the literature review that occurs in the Introduction sections of research-reporting journal articles in two disciplines: applied linguistics and psychology. Using the social genre/cognitive

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genre model of the author (Bruce, 2008), the literature reviews from 15 journal articles from each discipline are examined for ways in which they communicate a critical/evaluative viewpoint. Ian Bruce is a senior lecturer in applied linguistics at the University of Waikato, Hamilton, New Zealand. His most recent book is Theory and Concepts of English for Academic Purposes (2011, Palgrave).

2C 14.45-15.25 Russell Mayne University of Leicester, UK and University of Yamanashi, Japan EAP at the crossroads: Time to get serious Where do EAP practices and ideas come from and just how much evidence is there to support their use? This presentation will look at how so much of what we do is support by so little evidence and it will hopefully encourage tutors to think more critically. Russell Mayne is a teacher of EAP/EFL at University of Leicester and currently at University of Yamanashi.

3AB 14.45-15.25 Sophia Butt University of Birmingham, UK Pedagogies for autonomy: PDPs – Avoiding the pitfalls of reflective writing Developing pedagogies to enhance student autonomy has become increasingly popular in HE institutions over the last few years. Tasks designed to involve minimal teacher intervention can enable students to cultivate and demonstrate an array of competencies. This paper examines the rationale behind PDPs, plus the pitfalls of reflective writing and exercises through which we can instruct students to avoid them. Sophia Butt is Director of the discipline-specific Business Management English (BME) Presessional Programme at the University of Birmingham.

3C 14.45-15.25 Martin Herles Vienna University of Economics and Business, Vienna - Austria Authorial voice across cultures in business and economics journals There seem to be some signiﬁcant differences in the way authors present themselves in journal articles depending on their cultural backgrounds, which can put non-native writers at a disadvantage. My empirical study comparing native German speaker business and economics papers with those by native English-speaking authors highlights differences so that writing styles can be adjusted to improve authors’ competitive positions. Martin Herles is assistant professor at the English Department at WU Wien and a freelance teacher. His other areas of research include discourse analysis and British cultural studies.

4A 14.45-15.25 Hebe Wong City University of Hong Kong, Hong Kong Integrating directed reading activities into an EAP curriculum Directed reading activities were integrated into an EAP curriculum for a group of Associate Degree students to help enhance their reading abilities. Both quantitative and qualitative data will be discussed to examine the effectiveness of blending this reading support activity into a language course, and recommendations will be made in the presentation. Hebe Wong has been co-ordinating English language courses for sub-degree and degree ESL students for more than 15 years. Her research interests include curriculum development and English-across-the-curriculum.

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4B 14.45-15.25 Victoria Mann University of Shefﬁeld, UK

STEM students, literacy practices and dyslexia [Workshop] Students who have dyslexia and specialise in science often have the misconception that literacy skills will be less important when specialising in Science, Technology, Engineering and Mathematics (STEM) subjects. They often find that, in contrast, they have to gain very specific literacy skills, for example, writing lab reports and research proposals. This workshop will consider how to support students with dyslexia to acquire these skills. Victoria Mann works at the University of Sheffield as a (Department Language Support) DLS tutor and a Dyslexia Tutor with a particular interest in multiple literacy practices in higher education.

16.00-16.40

Theatre 16.00-16.40 Joy Robbins 2011 BALEAP Masters Dissertation Award Winner University of Essex, UK What works in academic email: A genre analysis with teacher and student perspectives Emailing teachers is a necessary part of student communication at Western universities, but it is rarely taught. Students who don’t know what ‘works’ in academic email face disadvantages. This presentation therefore gives the results of a genre analysis of student-to-teacher request email, showing what move structure best advantages our students. Joy Robbins has taught in the US, the UK and Japan. She currently teaches EAP and Academic Literacy at Essex University where she obtained an MA in English for Speciﬁc Purposes.

1A 16.00-16.40 Reyhan Salataci Ok Sabanci University, Istanbul - Turkey Validity of short answer responses in theme-based language programmes This presentation aims to describe how short answer writing (a type of writing which is required at faculties) has been implemented in an intensive language programme in an EFL academic context and the challenges faced by both students and teachers. It also includes some suggestions from both learners and instructors as to how these challenges can be overcome.

Reyhan Salataci Ok is a teacher of English at Sabanci University. She holds a BA and an MA in ELT. Her interest areas are reading and writing skills, curriculum, and assessment.

1BC 16.00-16.40 Gerard Paul Sharpling University of Warwick, UK Beyond EAP: Developing professional writing skills on a postgraduate transferable skills programme for science students This paper reports on the development of a specialised professional writing module for Chemistry and Life Science postgraduate students within a UK university. After outlining the rationale of the module and features of the linguistic domain, the module content, its strengths and weaknesses are explored. Samples of writing and excerpts from interviews with students are included as data.

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Gerard Sharpling is a Senior Teaching Fellow in English for Academic Purposes at the University of Warwick. He is best known for his co-ordination of the Warwick English Language test (2002-2010).

2AB 16.00-16.40 Afnan Farooqui University of Essex, UK A corpus-based study of academic collocation errors in the writing of postgraduate Computer Science students This presentation will report on-going research on academic collocation use and errors in L2 postgraduate computer science students’ dissertations. Afnan Farooqui is a PhD candidate at the University of Essex.

2C 16.00-16.40 Nancy Noemi Chiuh MARA University of Technology (UiTM), Malaysia EAP course in an ESL context: Has the course met the needs of the learners? This paper presents the ﬁndings from a research project to identify the academic writing needs of EAP students in MARA University of Technology (UiTM), Malaysia. The study was conducted at the end of the EAP course to identify the most crucial academic writing needs which have not been met. Data were gathered through questionnaires, interviews and students’ actual written work. Nancy Noemi Chiuh is a lecturer at the Academy of Language Studies, MARA University of Technology (UiTM), Malaysia, where she currently teaches English proﬁciency and (English for Academic Purposes) EAP to undergraduate students. She obtained her master’s degree from the University of Birmingham, United Kingdom in 2006.

3AB 16.00-16.40 BALEAP HEAL Working Party

Teaching international students: Facts – Myths – Strategies [Workshop] BALEAP’s Best Practice Guidelines for the Wider University: Presentation of the HEAL Working Party’s initial EAP-informed resource aimed at raising the awareness among non-EAP HE lecturers of the challenges faced by international students in UK HEIs and practical strategies for overcoming these. Formed in 2011, the HEAL Group aims to develop links between the HEA and BALEAP, in particular within the area of the Teaching International Students project.

3C 16.00-16.40 Diane Pecorari and Philip Shaw Linnaeus University, Sweden Intertextuality in academic and non-academic texts: What are the sources and outcomes for EAP writers? Academic writing requires intertextual skills such as appropriately referencing earlier research and avoiding plagiarism. Transferability of skills is important across two domain boundaries: from the student's prior experience to university, and from university to the workplace. This paper presents the results of an investigation into intertextuality in three domains: the leisure reading of new university students; academic writing; and key workplace genres Diane Pecorari's research interests include intertextuality in academic writing and second language vocabulary acquisition. Her publications include Teaching to prevent plagiarism and promote effective source use (forthcoming).

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Philip Shaw is interested in all aspects of the bilingual and multilingual university and in the implications of the lingua-franca status of English for proﬁciency and acquisition.

4A 16.00-16.40 Ann Torday Gulden Akershus University College of Applied Sciences, Oslo – Norway English as the academic ‘lingua franca’: Looking back in anger and looking forward Writers of academic English from various nations exhibit various resistances to the imperative of English in academia. The Oslo academic writing course for PhD students and staff aims to help develop writer autonomy in English through the parallel development of reﬂection statements and the reworking of manuscripts. Ownership of English-es is crucial in the enablement of strongly voiced academic writing. Ann Torday Gulden has developed the EAP course portfolio for staff at Oslo and Akershus University College of Applied Sciences. Her main EAP interest lies in working with academic writers.

4B 16.00-16.40 Vasiliki (Celia) Antoniou University of Essex, UK Scaffolding EAP through virtual learning environments (Second Life/SImiLLE) This presentation focuses on exploring the use and affordances of 3D virtual worlds like Second Life to enable language learning through real-time computer-mediated communication. Despite the tradition related to these environment’s original use for online “role-play” gaming, these worlds offer a virtual world setting where the users through a graphic representation of themselves (avatars) can proceed in constructing their own characters with a view to practice a language. Vasiliki (Celia) Antoniou is a doctoral student at the University of Essex focusing on the area of CALL and virtual learning environments and has been teaching various introductory modules at the Department of Language and Linguistics, University of Essex.

16.45-17.25

Theatre 16.45-17.25 Jennifer Metcalfe University of Birmingham, UK

Creating an authentic listening test for a Business English presessional programme [Workshop] The BME’s response to the UKBA requirement that listening be formally assessed: • designing a listening test that is of real, practical help to Business students • producing authentic materials and tasks for the listening curriculum, and formulating a test that reﬂects this • how we tested the test! The workshop will include extracts from the test, and participant feedback will be invited. Jennifer Metcalfe is an EAP Tutor and Senior Coordinator on the Business Management English (BME) presessional programme at the University of Birmingham. Over 20 years teaching experience in Africa, the Netherlands and the UK.

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1A 16.45-17.25 Sandy George and Liz Stratton Swansea University, UK

The changing face of In-sessional support [Workshop] During the past year, In-sessional support at Swansea University has changed dramatically. 2012/13 heralds greater changes in reaction to an identiﬁed need to offer study skills support to both home and international students. This workshop explores the challenges encountered in delivering classes to all students discussing the different needs of the two groups, examining the overall success of the classes. Sandy George is Academic Success Programme Manager, Director of LLM Pre-sessional, member of TEAP CPD Pilot Scheme Working Party, currently teaching EAP at English Language Training Services, Swansea University, UK. Liz Stratton is Director of Pre-masters Health Science programme, currently teaching EAP and ESAP at English Language Training Services, Swansea University, UK.

1BC 16.45-17.25 Dominic Mahon and Rachel Niklas Bilkent University, Ankara,Turkey Improving motivation on EAP courses through peer feedback Motivation in EAP courses can be a problem despite the skills agenda of these courses being well aligned with generic university graduate attributes. In order to improve motivation though giving students a sense of mastery and ownership of the course content, a structured peer feedback element was introduced to an EAP essay writing cycle. The impact of that feedback element on motivation will be reported in this session. Dominic Mahon is an EAP Instructor at Bilkent University in Ankara, Turkey and PhD candidate at Nottingham University (School of Education). Previously he has taught EAP in the UK and Vietnam. Rachel Niklas is an EAP Instructor at Bilkent University in Ankara, Turkey. She has previously taught EAP at RMIT university in Vietnam.

2AB 16.45-17.25 Gulsara Dustova and Martin Seviour Nottingham Trent University Practise makes perfect – or does it? The effect of different types of written practise exercises on vocabulary retention Vocabulary acquisition is perhaps the most formidable challenge facing EAP students. Many teachers and textbooks make frequent use of written practice exercises to help students remember new words. But just how effective are these? This presentation reports on empirical research into how such exercises effect the retention of new words. Implications for both teachers and materials writers will be discussed. Gulsara Dustova is from Samarkand in Uzbekistan. She is currently completing her MA ELT at Nottingham Trent University. Martin Seviour is the Programme Leader for Presessional EAP at NTU.

2C 16.45-17.25 Douglas Bell University of Nottingham, Ningbo - China The enduring legacy of TEFL: Help or hindrance in teaching EAP? As a branch on the larger ELT tree, EAP undoubtedly shares a number of features with TEFL. However, there are also important differences, and what works well for one, does not always transfer successfully to the other. This paper will suggest,

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e therefore, that good practice in TEFL may sometimes be more of a hindrance than a help when teaching EAP. Douglas Bell is an Associate Professor in English Language Teaching, and is currently Head of the Centre for English Language Education (CELE) at the University of Nottingham Ningbo China.

3AB 16.45-17.25 Lee Hawkes Queen Mary, University of London, UK Contextualising the international student experience: Psychosocial adjustment and the n role of institutional intervention

This presentation will first summarise the existing research regarding the informal psychosocial adjustment and well-being of international students. It will then present the findings of two research projects conducted at Queen Mary, University of London focusing on the psychological and sociocultural experiences of International Foundation Programme students. Finally, some of the institutional implications of the research findings will be discussed. Lee Hawkes is an EAP teacher at Queen Mary, University of London, a Cambridge ESOL examiner and Academic Literacy Tutor with the London Borough of Tower Hamlets.

3C 16.45-17.25 Martin Barge, Alannah Fitzgerald, and William Tweddle Queen Mary, University of London; Higher Education Academy and Oxford University Computing Services; Queen Mary, University of London

Making digital open educational resources for EAP: Issues and options [Workshop]

A hands-on lab-based workshop for exploring tools, techniques and issues around the development of digital open educational resources and practices in EAP. We welcome interested EAP practitioners who may or may not have a background in technology to participate and contribute to this workshop. Martin Barge, Alannah Fitzgerald and William Tweddle are all members of the Web Resources Sub Committee with BALEAP and share a background in educational technology and digital resources development for EAP. Martin and William are based at Queen Mary, University of London and Alannah is currently working with the FLAX and TOETOE projects in collaboration with the Higher Education Academy and Oxford University Computing Services.

4A 16.45-17.25

Dietmar Tatzl

University of Applied Sciences, Graz - Austria

The ﬁrst-year experience of English-medium instruction in a postgraduate engineering

degree programme This contribution presents the results of a student survey and lecturer workshop on the first-year experience of English- medium instruction (EMI) in an engineering master’s programme. The first cohort of students was surveyed by means of a structured questionnaire, and lecturers reflected upon best practice, unresolved issues, future opportunities and implications of EMI on the department’s degree programmes in a workshop. Dietmar Tatzl is a faculty member of the Department of Aviation where he has taught English for Specific Purposes courses to aeronautical engineering and aviation management students for ten years.

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4B 16.45-17.25 Mary Davis and John Morley Oxford Brookes University and University of Manchester, UK Phrase level intertextuality: The views of tutors from different disciplines This presentation reports on the views of tutors about re-using phrases from other writers’ texts. The research found a consensus about the acceptability of generic phrases, but found differences in their views and practices, with respect to the legitimacy and usefulness of re-using more speciﬁc phrases, suggesting the need for students to develop greater awareness of phrase level intertextuality. Mary Davis is Senior Lecturer of EAP at Oxford Brookes University where she runs the Pre-Master’s programme. She is researching plagiarism education for her PhD at the Institute of Education. John Morley is Director of the University-wide Language Programmes at Manchester University. He has a special interest in pedagogical role of academic phraseology. He holds a PhD in Applied Linguistics.

17.30-18.10

Theatre 17.30-18.10 Eliot Wright University of Nottingham, Ningbo – China EAP tutors' perceptions of teaching and assessing in English for Specific Academic Purposes: Is training needed? The teaching of ESAP (English for Specific Academic Purposes) poses several challenges to both EAP departments and EAP tutors. For example, what are EAP tutors’ perceptions of teaching and assessing ESAP? Do they need special training for this? These were two research questions recently examined at the University of Nottingham Ningbo China. This paper presents the findings. Eliot Wright has been involved in ELT as both a teacher and an academic manager for fifteen years. He has worked in the UK, Thailand, Japan, Poland and China.

1A 17.30-18.10 Christina Healey University of Shefﬁeld, UK

What’s the use of ideology? (to the EAP practitioner) [Workshop] Currently there are a number of contentious practical issues around the teaching of academic English within the HE sector. At the same time there is an on-going debate between two ideologies, systemic functional linguistics (SFL) and Academic Literacies. This workshop is an opportunity for teachers of academic English to look at the connections between ideology and practice within the ﬁeld. Christina Healey works at the University of Shefﬁeld as an EAP and as a dyslexia tutor. Her background is in Adult and Further Education. She also teaches at the Open University.

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1BC 17.30-18.10 Cheung Lok Ming (Eric) and Gail Forey The Hong Kong Polytechnic University, Hong Kong What does an effective MA student’s research paper look like? This study investigates what is it that constitutes an “effective” MA research-based paper. We adopt SFL and Appraisal Analysis (Martin & White, 2005) as a framework to reveal choices made in successful academic papers. The study is motivated by a need to support the academic literacy of MA students and aims to make explicit the evaluative and critical interpersonal choices made in effective writing. We demonstrate the web-based resource which emerged to reﬂect the ﬁndings of the study. Cheung Lok Ming (Eric) is a researcher at Department of English, Hong Kong Polytechnic University with research interests in appraisal analysis, EAP and discourse analysis. Gail Forey is an Associate Professor at the Department of English, PolyU, HK and is currently involved in research in teaching through and about English, and English in the workplace.

2AB 17.30-18.10 Simon Smith Coventry University, UK Vocabulary acquisition by Chinese, French and Finnish learners In this comparative study, we evaluate the vocabulary knowledge of comparable groups of university students from the three countries, and investigate whether there are differences in overall vocabulary knowledge in terms of number of words, or whether certain types of vocabulary are more likely to be known by students of any of the three L1s. Implications for learners with these L1s are discussed. Simon Smith has taught general and academic English in universities in China, Taiwan and UK. His areas of particular interest are materials design for EAP; corpus approaches including data-driven learning and CALL.

2C 17.30-18.10 David Stephen Bolton City University of Hong Kong, Hong Kong Making headway beyond Headway: An educational change management case study This paper reports on an ongoing qualitative study of teacher beliefs about EAP carried out at the language centre of a Hong Kong university which has recently undergone a shift from more general, skills-focussed courses to an emphasis on reading- and writing-based EAP. In light of the ﬁndings, possibilities for managing the change to an EAP focus will be suggested. David Stephen Bolton is the EAP Programme Leader at the English Language Centre, City University of Hong Kong. His primary interests are pedagogical grammar, materials design and teacher development.

3AB 17.30-18.10 Gwyneth James London School of Economics, UK Understanding the experiences of postgraduate international students: A narrative approach This presentation will focus on the use of a narrative approach (e.g. Clandinin & Connelly 2000; Riessman 2008) into

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researching and interpreting the learning experiences, both formal and informal, of Latin American postgraduate students in a UK context. Gwyneth James is an EAP teacher at the LSE. She is responsible for co-ordinating and providing EAP support for In-sessional programmes to a ‘departmental cluster’ and also teaches on Pre-sessional and Foundation programmes.

3C 17.30-18.10 Emma Bruce and Liz Hamp-Lyons City University of Hong Kong, Hong Kong Looking for the academic voice: Assessing undergraduate writing This paper presents a new EAP assessment rubric, closely tied to a new EAP curriculum that moves towards a genre-based approach, at an English-medium university in Hong Kong. We will report on the assessment validation study, and pinpoint three areas of signiﬁcance for tying together EAP curriculum and assessment in ways relevant to the needs of this student body. Emma Bruce is Assessment Coordinator at the English Language Centre, City University of Hong Kong. Her interests include the formative and summative assessment of academic literacy, test development and rater training. Liz Hamp-Lyons is Editor of Assessing Writing and Founding Editor of the Journal of English for Academic Purposes. In 2012 she was a Visiting Professor at City University, Hong Kong.

4A 17.30-18.10 Gemma Campion 2012 BALEAP Masters Dissertation Award Winner ‘The Learning Never Ends’: Investigating teachers’ experiences of the transition from English for General Purposes to English for Academic Purposes in the UK context. What are the main challenges associated with beginning to teach EAP, and how can these challenges be overcome? Given the apparent lack of formalised routes into EAP, how is it that teachers adjust to the demands of teaching in this distinct and specialist area of ELT? I will present some of the key ﬁndings from research undertaken as part of my MA in TESOL at the University of Nottingham, and discuss some of the implications for teacher training. Gemma Campion has an MA in TESOL. She initially began teaching EFL in Italy and Spain, before returning to the UK and teaching ESOL, and more recently, EAP.

4B 17.30-18.10 Hilary Nesi and Sheena Gardner Coventry University, UK Balancing old and new activity types on an academic writing website This talk provides a rationale for the design of an academic writing website, drawing on the ﬁndings from an earlier investigative project which identiﬁed the range of assignment genres in common use in British universities. The website works with fairly traditional CALL-style exercise templates, but the material content is multimodal, corpus-based, and enhanced with hyperlinks to other internet sources. Hilary Nesi led the projects to create the BASE and BAWE corpora, the EASE speaking and listening materials, and the academic writing materials on the British Council ‘Learn English’ website. Sheena Gardner is Head of Department of English and Languages, Coventry University. She is co-author, with Hilary Nesi, of Genres across the Disciplines: Student Writing in Higher Education (CUP 2012).

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8.45-9.25

Theatre 8.45-9.25 Smaragda Kampouri Department of Language and Linguistics, University of Essex Teaching English for academic legal purposes in UK universities: A study of four EAP teacher profiles This paper examines the issue of the actual and ideal EALP (English for Academic Legal Purposes) teacher profile based on a study conducted in a UK University during a pre-sessional programme. The issues of confidence due to lack — or presence — of legal knowledge, co-operation with law specialists and the teaching methods EALP teachers employ are discussed. The findings are based on interviews with four EALP teachers and an account of the four different teaching profiles is given based on interviews with law students. Smaragda Kampouri graduated from the department of English Language and Linguistics of Aristotle University of Thessaloniki in Greece in 2006. In 2008 she attended a masters course on Teaching English for Specific Purposes at the University of Essex. Her dissertation was on the collaboration models that can exist between EAP teachers and Law Lecturers and the teaching of field specific or general English. Along with her PhD studies which concern the teaching methods for students of Law, she has taught law students in a UK University.

1A 8.45-9.25 Steve O’Sullivan ELSS, Student Support Centre, Loughborough University Just in time and just about right: Developing a bespoke in-sessional ESAP course to feed into an academic Masters module How an annual, one-term, 15-hour ESAP support course, delivered to up to 140 students, has been developed with the aim of securing it an integral place within a Masters research skills module at Loughborough. The importance of collaborating with and inﬂuencing module academics, the signiﬁcance of the bespoke ‘just-in-time’ syllabus ‘feed’, and recent student and departmental feedback, will be highlighted. Steve O’Sullivan is Deputy Team Leader and EAP Teacher at Loughborough University. He has been working in ELT for 25 years, the last 11 in the UK HE EAP sector.

1BC 8:45-10:10 Romana Kopecková and Simon Gooch Westfälische Wilhelms-Universität Münster; CELE, University of Nottingham

Teaching prosody in EAP [Workshop] This session explores the role of pronunciation in oral EAP contexts by analysing data from short presentations given by international students at the end of a pre-sessional course. The ﬁndings of the research suggest that an appropriate division of speech into ‘thought groups’ can aid comprehension and ﬂuency of an academic discourse considerably. Romana Kopecková holds a PhD in Applied Linguistics from Trinity College Dublin. She has taught on EFL/ EAP programmes in the Czech Republic and the UK, and published on second language phonological acquisition. Simon Gooch has taught on EAP courses in the UK and currently works at CELE, University of Nottingham. He has contributed to several EAP materials development and EAP assessment projects.

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2AB 8.45-9.25 Andrew Preshous Coventry University From ESAP to ‘EVSAP’: Developing materials to teach very specific lexis on an International Business course This session will focus on developing materials for very specific academic purposes. Samples of resources developed for credit-bearing academic English modules that are part of an ‘International Business’ course will be shown and the challenges involved highlighted. Some initial feedback from students about subject-specific materials will also be included in the presentation. Andrew Preshous has taught English in a variety of contexts in Poland, Malaysia and the UK. His areas of particular interest are materials design for EAP and English for Business.

2C 8.45-9.25 Gregory Hadley Niigata University of International and Information Studies, Japan Blended EAP professionals in corporatized universities: Typologies and strategies This paper presents a six-year Critical Grounded Theory study of 98 research informants in EAP units at eleven universities in the UK, USA and Japan undergoing the process of corporatization. A new type of worker, called ‘Blended EAP Professionals’ emerged from the study. A typology of these workers, and strategies they used to survive their work environments, will be presented. Gregory Hadley is Professor of TESOL at Niigata University of International and Information Studies, Japan. Currently he is a Visiting Fellow at Kellogg College, University of Oxford.

3AB 8.45-9.25 Jill Doubleday University of Southampton Teach for success: Supporting international students in the classroom This presentation reports on a one-day workshop which was developed to provide opportunities to explore some of the learning and teaching issues which arise in the international classroom, and to consider practical strategies to address these issues. Themes examined included cultural matters, adapting to new ways of learning and assessment, and language difﬁculties and distractors. Jill Doubleday teaches international students at foundation year, undergraduate and postgraduate levels. She is currently undertaking part-time doctoral research into international students’ perceptions of their English.

3C 8.45-9.25 Christopher Macallister University of Durham English Language Centre Control and autonomy in EAP management: The prescriptive curriculum as the path to professional freedom This paper will argue that a prescriptive approach to the EAP curriculum can give both teachers and managers more freedom to focus on their core responsibilities. It suggests that if certain conditions are fulﬁlled then the danger of micro-management can be avoided. The paper will draw on both theories of leadership, and initial pilot interviews with pre sessional staff. Christopher Macallister is a teaching fellow and pre sessional programme coordinator at Durham University English Language Centre. His research interests include EAP management, critical EAP, and teacher development.

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4B 8.45-9.25 Stephen David Bolton English Language Centre, City University of Hong Kong Secret agents: Teaching nominalisation to developing academic readers/writers The importance of nominalisation in academic text is widely recognised, as is the relative paucity of nominalisation in L2 academic writing (Hinkel, 2004). This paper explores a number of classroom and self-study materials and activities created by the curriculum team at a Hong Kong university, and reports on an ongoing action research project which examines the effectiveness of these materials. Stephen David Bolton is the EAP Programme Leader at the English Language Centre, City University of Hong Kong. His primary interests are pedagogical grammar, materials design and teacher development.

9.30-10.10

Theatre 9.30-10.10 Neil Murray Centre for Applied Linguistics, University of Warwick An Australian model of post-enrolment English language assessment and provision English-medium universities are facing a growing problem around students’ English language proﬁciency levels. This presentation will outline a model of post-enrolment language assessment and provision recently adopted by the University of South Australia, where the presenter was, until last year, Head of Language and Literacy. He will discuss the model’s rationale and some of challenges around its implementation. Neil Murray has 30 years’ experience of English language education/applied linguistics in Italy, Japan, the UK and Australia and is currently writing a book on Standards of English in Higher Education (CUP).

1A 9.30-10.10 Karolina Kopinska and Sylvie Lomer Sheffield International College, University of Sheffield Do skills transfer? International postgraduate student essay writing, from generic skills modules to writing in the disciplines The research investigates the transfer of academic skills, particularly features of introductions and paragraphs of extended essays by international postgraduate students. It presents the results of a small-scale longitudinal study from pre-masters to MA level and aims to challenge assumptions underlying genre-based approaches to teaching essay writing. Karolina Kopinska and Sylvie Lomer are both teachers of academic skills to international students at Sheffield International College.

2AB 9.30-10.10 Tom Grainger formerly University of Nottingham, Ningbo, China Do Chinese learners’ strategies employ a sufﬁcient depth of processing for the acquisition of vocabulary? This paper uses research to explore the vocabulary learning strategies of 49 Chinese learners of ESAP. This research ﬁnds that many of the learners have not adapted their strategies since leaving high school. This paper concludes by recommending that greater learner training needs to be incorporated on to ESAP courses in order to assist learners in making the transition to

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more lexically productive environments, such as British universities. Tom Grainger has been teaching EAP and ESAP at Nottingham University, China, for the last 4 years. During that time he has researched and studied the challenges facing Chinese learners.

2C 9.30-10.10 Peter Thomas and Paula Bernaschina Middlesex University Looking back and moving ahead: The development of an academic writing and language unit This paper will be a thematic reﬂection on the establishment and growth of a UK university academic writing and language unit over almost two decades. It will analyse important changes to the unit and themes such as its role, its practices, its positions within the institution and its relationships with other institutional stakeholders. Peter Thomas and Paula Bernaschina are senior lecturers at Middlesex University, coordinating Academic Writing and Language provision for Art & Design, Media & Performing Arts and Science & Technology programmes.

3AB 9.30-10.10 Katie Dunworth School of Education, Curtin University Planning for success: Developing an institution-wide approach to the enhancement of student English language use in Australia’s universities This paper describes the ﬁndings from an inter-university project investigating institutional approaches to EAP in Australia’s universities. The project identiﬁed some key issues which play a fundamental role in contributing to the success or otherwise of an institutional strategy: the type of leadership, the engagement of stakeholders, the philosophy underpinning the approach, and the cohesiveness of the strategy. Katie Dunworth works at Curtin University in Western Australia. She has been involved in teaching and researching EAP for over twenty years at both pre-tertiary and tertiary levels.

3C 9.30-10.10 Gail Forey, John Polias, and Diane Potts Department of English, Hong Kong Polytechnic University; Lexis Education, Australia; Lancaster University Teaching science through English in an EFL context Focusing on science teachers in Hong Kong, who have recently adopted English as a medium of instruction, we discuss how the teacher’s pedagogical choices shape the student’s knowledge of science through the realization of congruent and abstract meanings; and the range and function of the multiple semiotic resources the teacher draws on to scaffold the learner’s understanding. Gail Forey is an Associate Professor at the Department of English, PolyU, HK and is currently involved in research in teaching through and about English, and English in the workplace. John Polias is Director of Lexis Education, Australia and adjunct assistant professor, The Hong Kong Polytechnic University. He is an international consultant in teaching and learning with a focus on how meaning is made in various school disciplines. Diane Potts is a Lecturer in Digital Language Learning and is currently involved in research on content-based instruction, multimodal pedagogies, and knowledge recontextualization.

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4B 9.30-10.10 Larysa Sanotska Lviv University, Ukraine Helping Ukrainian students cross academic cultural barriers in writing: Focus on the sentence This report is based on classroom oriented research, which is aimed at establishing more effective techniques of teaching university students to produce authentic English academic syntactic structures. The study analyses qualitative data collected in 4 groups of students within 2 years. Exploration of the corpus of students’ academic compositions of 2009 – 2012 is employed to identify most typical syntactic irregularities. Larysa Sanotska is a TEFL and Methodology teacher (Lviv University, Ukraine), BALEAP member, CELTA, DELTA. Professional interests are EAP (Academic Writing), AW syllabus design, collaborative/interactive learning, critical thinking in EAP, and poetic text analysis.

10.45-11.25

Theatre 10.45-11.25 Averil Bolster and Peter Levrai University of Nottingham Ningbo China, CELE Academic presentations: What faculty want and the materials students need This presentation is based on qualitative research into academic presentations carried out at the University of Nottingham Ningbo China as part of the authors’ MA studies for Leeds Metropolitan University, the results of which are a materials evaluation of current published materials about academic presentations and a set of newly designed teaching materials for EAP presentations. Averil Bolster and Peter Levrai have taught, examined and managed in the ﬁeld of ELT since 1995 in Turkey, Lithuania, Portugal, Azerbaijan, Vietnam and China. They are now specialising in EAP materials development. Peter is also the author of English for the Energy Industries: Oil, Gas and Petrochemicals (Garnet Education, 2006).

1A 10.45-11.25 Susie Cowley-Haselden ELTU, University of Leicester EAPtising the academy: Informing and transforming teaching practice The focus of this paper is to examine to what extent discipline teaching can be informed, or indeed transformed, by ESAP teaching practice. It will draw on the findings of a peer observation programme involving ESAP practitioners and discipline lecturers, whereby the participants kept a semi-structured observation journal commenting on their thoughts pre, during and post observation event. Having taught EFL since 1997 Susie Cowley-Haselden moved into E(S)AP in 2009. She has flirted with other fields and for her sins has an MA in Media and Culture.

1BC 10.45-11.25 Paul Stocks, Stella Harvey, and Timothy Chapman Goldsmiths Tracking international pathway students This presentation reports on a tracking study of students from Goldsmiths’ newly established IFC and Graduate Diploma pathway programmes. Using a predominantly qualitative methodology, we attempt to gain insights into the students’ perceptions of the effectiveness of these programmes, and compare their experiences with those of other students who have

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progressed to the same degrees by other routes. Paul Stocks, Stella Harvey and Timothy Chapman are lecturers in EAP at Goldsmiths. Paul coordinates insessional courses, Stella coordinates the Graduate Diploma pathways and Tim coordinates the IFC pathways.

2AB 10.45-11.25 Philip Durrant University of Exeter, Graduate School of Education Discipline- and level-speciﬁcity in university students’ written vocabulary This presentation examines 1) the extent to which different groups of students draw on a shared vocabulary and 2) how students from different disciplines and levels of study might be best grouped for the purposes of vocabulary teaching. It will argue that there are serious shortcomings with currently dominant approaches to organising vocabulary instruction and explore alternatives. Phil Durrant is Lecturer in Language Education and Pathway Leader for the EdD TESOL programme in the Graduate School of Education, University of Exeter

2C 10.45-11.25 Elena Khoch Higher School of Economics (HSE), Moscow Exploring the intercultural dimension of academic writing: Hedging in Russian (L1) and English (L1/L2) research articles The paper explores the phenomenon of hedging in the research article (RA) from a cross-cultural perspective. For this purpose textual quantitative and qualitative analyses of 128 RAs written in Russian (L1) and English (L1/L2 by Russian writers) have been supplemented by qualitative interviewing of Russian researchers. The study results are discussed in relation to English for Academic Purposes instruction. Elena Khoch teaches ESAP courses at the Higher School of Economics (HSE), Moscow. Her MA in ESP is from the University of Essex, where she’s doing a PhD in Linguistics on a part-time distance basis.

3AB 10.45-11.25 Judith Hanks, Yasmin Dar, and Ana Salvi University of Leeds; University of Leicester; Coventry University and Warwick University “It makes them realise what they’re capable of…” Puzzling over exploratory practice in EAP [Workshop] Exploratory Practice (EP) is a new development in the ﬁeld of EAP. With its focus on developing understandings and collegial working, EP includes learners alongside teachers as practitioner researchers investigating their own EAP contexts. This interactive workshop considers the challenges of trying EP in an EAP context, and asks “what puzzles you about your teaching and learning in EAP?” Judith Hanks is a Senior Teaching Fellow at the University of Leeds. Yasmin Dar is an EAP Tutor at University of Leicester. Ana Salvi is a Lecturer in Academic English at Coventry University, and an EL Tutor at Warwick University.

3C 10.45-11.25 Carla Vergaro and John M. Swales Faculty of Letters and Philosophy, University of Perugia; University of Michigan “Notice the similarities between the two sets...”: Imperative usage in a corpus of upper- level student papers

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The paper addresses the use of imperatives in students’ academic writing using the Michigan Corpus of Upper-Level Student Papers (MICUSP). The presentation will focus on the lexical, grammatical and textual analysis from the ﬁve disciplines which have the highest proportion of imperatives. Results show that in “A-papers” student writers tend to adopt the imperative-using strategies of their target discipline, but in lower proportions and with somewhat lower frequencies. Carla Vergaro is Associate Professor of English Language and Linguistics at the Faculty of Letters and Philosophy, University of Perugia. She is the author of a monograph on business discourse and of articles published, among others, in Journal of Pragmatics, English for Speciﬁc Purposes, Text and Talk, Discourse Studies and Linguistics and Education. John M. Swales is Associate Professor of English Language and Linguistics at the University of Michigan.

4A 10.45-11.25 Clare Anderson Cambridge Arts and Sciences What kind of dolphin are you doing? Moving from EGAP to ESAP in a multinational further education setting A-level study presents a challenge for overseas sixth formers linguistically and academically, and their tutors. Previous language support using an EGAP approach had not been entirely successful. The transition to an ESAP approach is described, focusing on Physics and Biology. Class format and content, colleague and institutional reaction, and the (exam) results are discussed. Clare Anderson teaches and writes on EAP, more recently at pre-university level. She is interested in the ESAP and EGAP debate and what can be learned from HE and CLIL.

4B 10.45-11.25 Jason Myrick CELE, UNNC Integrating Moodle into Standardization in an EAP Program This paper will address how one English-medium university in China integrated Moodle into its standardization training for tutors. The presentation will detail how standardization materials were delivered, assessed, discussions and feedback handled, and how this system functioned as a component in the standardization process. The paper will also address tutor feedback regarding the implementation of Moodle into the standardization process. Jason Myrick is a Senior Tutor at The University of Nottingham Ningbo China with research interests in computer-based testing and assessments, Moodle, EAP testing and assessments, and e-learning and technology.

11.30-12.10

Theatre 11.30-12.10 Paul Roberts Centre for English Language Teaching at the University of York

Constructing rather than describing oral EAP [Workshop] This paper reports on a project in which non-native and native speakers of English were required to work together to enhance their cross-cultural academic discussion skills. By attending to their diverse use of linguistic and paralinguistic resources, multinational groups of students, including UK-based monolinguals, showed that they were able, with guidance, to construct an ‘international’ oral EAP. Paul Roberts is currently Director of the Centre for English Language Teaching at the University of York, U.K. and part of the current HEA Internationalisation Change Programme.

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1A 11.30-12.10 Stella-Maris Orim and Isabella Awala-Ale Coventry University Institutional impact on students’ academic writing experience: A case of Nigerian students A mixed method approach was adopted. The study showed that plagiarized thesis and poor writing skills has now become the bane of Nigeria’s educational system. The study revealed other issues besides the identiﬁed factors in previous research: lack of adequate institutional interventions; students’ ignorance and lack of initiative leading to plagiarism with the primary goal of acquiring their certiﬁcates. Stella-Maris Orim is a currently a doctoral student. Her research focuses on student plagiarism in Nigerian universities. She has worked as a Research Assistant on the IPPHEAE Project and is presently working in Coventry University, UK. Isabella Awala-Ale is the College Librarian, College of Education, Warri, Delta State, Nigeria. She has attended and made several conference and seminar presentations, published many articles and has to her credit three books on librarianship.

1BC 11.30-12.10 Richard Silburn University of Nottingham, Ningbo, China Reinventing the wheel: The continued relevance of the functional syllabus in EAP writing An examination of how the functional syllabus, rather than being backward looking and outmoded, can be used a vehicle to incorporate current thinking about EAP into a coherent and accessible writing course. Richard Silburn is Deputy Head of the Centre for English Language Education, and responsible for Teaching, Learning and Continued Professional Development at the University of Nottingham, Ningbo, China.

2AB 11.30-12.10 Aileen Irvine, Hans Malmstrom, Špela Mezek, Diane Pecorari, and Philip Shaw University of Edinburgh; Chalmers University of Technology; Stockholm University; Linnaeus University; Stockholm University To what extent do L2 students in UK Higher Education acquire academic and subject- speciﬁc vocabulary incidentally? This paper explores to what extent the Academic Word List and subject-speciﬁc vocabulary knowledge of L2 undergraduates taking a degree in Biology at a UK university is comparable to that of their L1 counterparts, and whether such L2 students acquire this sort of vocabulary knowledge incidentally, in the normal course of their studies. Aileen Irvine is a Lecturer in Language Teaching at the University of Edinburgh. Her research interests include second-language vocabulary acquisition and all aspects of classroom-based SLA. Hans Malmström is Associate Professor in Applied English Linguistics and Technical Communication at Chalmers University of Technology in Gothenburg. His research interests include second-language vocabulary acquisition, discourse analysis and corpus linguistics. Špela Mežek is a PhD student at the Department of English at Stockholm University. Her research interests include advanced second-language reading, vocabulary acquisition, and English for Academic Purposes. Diane Pecorari is Professor of English Linguistics at Linnaeus University. Her research interests include second-language vocabulary acquisition and English for Academic Purposes. Philip Shaw is a Professor at the English Department of Stockholm University. He is co-author of World Englishes: an Introduction (2011) and serves on the editorial board of the Journal of English for Academic Purposes.

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2C 11.30-12.10 Tove Larsson Department of English, Stockholm University Anticipatory it pattern as hedging devices: A corpus-based study of university student writing This corpus-based study investigates university students’ use of the anticipatory it pattern as a hedging device by comparing NNS to NS use of the pattern and investigating the use of the pattern across NNS student levels. The NS group made signiﬁcantly more frequent use of the pattern as a hedging device; no signiﬁcant development was found across the student levels. Tove Larsson’s research interests include EAP, L2 writing, corpus linguistics and discourse analysis. She holds an MA in English Linguistics and is currently a text assistant at Stockholm University, Sweden.

3AB 11.30-12.10 Jane Blackwell Institute of Education, University of London Who am I for you? Lacan and the uncanny non-ideal student When university students do not follow guidance or do what they are supposed to do, tutors have been known to react (whether publicly or in private) as if they have been personally offended. I suggest that this reaction reveals a persistent fantasy and illusion of the ideal student, an illusion which can be unrealistic and misleading. Jane Blackwell teaches at the Academic Writing Centre at the IOE (Institute of Education, University of London) and also has responsibility for e-learning development.

3C 11.30-12.10 Simon Williams University of Sussex ‘Being fair and showing care’: The moral discourse of an English language teacher In the English language classroom, process generally takes precedence over content and moral activity is instantiated in the interaction between teachers and students. It is argued that the nature of such moral activity rests not on personal preference or the adoption of a technique or skill, e.g. ‘moral teaching’, but on the quality of agreements between students, teachers, and institution. Simon Williams is a Teaching Fellow at the Sussex Centre for Language Studies, Sussex University, where he teaches on the Pre-Masters and MA in ELT programmes, and supervises PhD students.

4B 11.30-12.10 Ben Brown Glasgow International College Turnitin as a learning tool in a UK pathway college This paper will present ﬁndings of research undertaken at Glasgow International College, which examined how Turnitin could be used formatively as a learning tool to address plagiarism in Pre-Masters EAP writing courses. Findings suggest that Turnitin has signiﬁcant formative potential when used autonomously by students in helping them recognise and address problems with plagiarism in their written work. Ben Brown teaches English language and academic skills at Glasgow International College, a pathway college preparing international students for UK Higher Education at the University of Glasgow.

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Conference Dinner

Banqueting Suite Saturday 19.30

Starter Chilled tomato tart, parmesan crumble roast with garlic and parsley cream and crispy ham

Vegetarian option: As above, without ham

Main course

Choice of: Roast duck breast, smoked mash potato, buttered greens, roast onions and spiced honey jus

Asparagus and poached egg risotto with root vegetable crisps (Vegetarian)

Dessert

Lemon posset with wild berries and butter shortbread

After-dinner ceilidh provided by Fiddle Factor!

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Conference Programme FRIDAY 19th April, 2013 BALEAP 2013 The Janus Moment in EAP: Revisiting the Past and Building the Future

9.30-13.00 PRE-CONFERENCE EVENT (Portland Building) - ticketed Portland Building Room C11

Time CONFERENCE

13.45-14.00 Opening ceremony Conference Theatre Opening Plenary: Joan Turner 14.00-15.00 Ongoing EAP: Perennial issues and new challenges

POSTERS

There will be a permanent exhibition of posters throughout the Conference and poster presenters will let delegates know when they will be available to answer questions. Christopher Green and Paul O’Donovan An examination of the design factors affecting the continued use of Virtual Learning Systems by international students on university pathways programmes Irene Dietrichs EAP course integrated into a project module at a Swiss University of Applied Sciences Christina Gkonou Teaching towards the test: Academic writing for IELTS

Atrium & 15.00-15.30 Coffee break Banqueting Suite

CONCURRENT SESSIONS

Time Theatre 1A 1BC 2AB 2C 3AB 3C 4A 4B

15.30-16.10 Liz Hamp-Lyons Joanna Al- Irina Lisa Robinson Gosia Sky Eva Prifti Carolyn Walker James Corcoran Deborah Cobbett and Jane Youssef Shchemeleva ‘Put on the spot’: EAP teacher Pedagogies for What students talk I MUST PUBLISH Can we HEAR Lockwood Internationalising Disciplinary Exploring motivation and the learner autonomy about when they IN ENGLISH! A this? Reﬂective Can EAP literacy EAP: An conventions or collaboration and global spread of [Workshop] talk about reading case study of learning journals in be assessed insider/outsider nationally speciﬁc development in the English emerging Mexican language support automatically? research academic style? A EAP post- scientists classe perspective comparative observation analysis of authorial conference stance in English and Russian research articles in sociology Conference_brochure_2013AL_Layout 110/04/201316:24Page53

FRIDAY 19th April, 2013

CONCURRENT SESSIONS

Time Theatre 1A 1BC 2AB 2C 3AB 3C 4A 4B

16.15-16.55 Prithvi Shrestha John Ahlam Menkabu Mike Loughlin Jock McPherson Libor Stepanek Anne Kavanagh Taguhi Sahakyan Carole Dynamic Wrigglesworth Stance and EAP teacher and Susie Creativity in EAP: and Mick The difficulties of MacDiarmid assessment and and Richard engagement in observations; Cowley- How far can we Kavanagh Armenian scholars Investigating academic writing: Hitchcock postgraduate Reflection not box Haselden go? [Workshop] L1 Arabic and trying to publish in student-centred Evidence of Unpacking writing: A ticking [Workshop] Pretty much Chinese speakers’ international academic learning transfer? authentic academic comparative study academic: Is the difficulties with journals discourse (problem texts: Approaches of L1 and L2 academic language reading in English based learning to the noun group student writers we teach students sessions in medical on pre-sessional appropriate? genetics) English language courses 17.00-17.40 Dilys Thorp Hania Salter- Octavia Harris Jeanne Godfrey Krista Court Martin Hewings Jackie Hulse Ibolya Maricic Stephen Hill Nebulous Dvorak Critical voice in Enabling our Whose job is it?: 40+ years of Academic identity: and Diane Redefining skulduggery: ESAP ‘Proofreading? It’s student writing: students to use Exploring the material design: A Challenges for staff Pecorari distance? Online and the long arm of a bit of a murky Principles for a sources extent and nature perspective from and students in Mind the gap! synchronous the law area isn’t it?’: pedagogy successfully of the role taken by Birmingham nursing Highlighting development of Two courses, two subject tutors in University novelty in academic writing discourses, two developing trainee conference student teachers’ academic abstracts experiences writing 17.45-18.25 Jane Nolan and Nigel Harwood Gary Riley-Jones Sahar Abdulelah Ann Smith and Edward de Stuart Wrigley Ambarin Alannah Elizabeth Poynter and Bojana Petrić Coping with Source use in Juliet Thondhlana Chazal and Karin Mooznah Auleear Fitzgerald An investigation Experiencing uncertainty: academic writing: EAP skills for a EAP at lower Whiteside Owodally Crowd-sourcing into how supervision: Two Conceptions of Arab students and group case study levels: Authentic Exploring practical From secondary open corpus-based international case studies of criticality in art, plagiarism project in business texts, scaffolded applications of school to university resources for EAP students master’s pedagogical – as revealed by a tasks, realistic ‘Scaffolding in an EFL context: understand and dissertation writers implications for task based outcomes Academic Literacy’ The challenges of adjust to the UK self-transformation investigation (Rose et al., 2008) academic writing Higher Education and the role of in EAP reading and context, and in English for writing particular to Academic academic English Purposes and written assessment practices

BALEAP Accreditation Scheme Meeting Theatre

Atrium & 19.15-21.00 Dinner Banqueting Suite Conference_brochure_2013AL_Layout 110/04/201316:24Page54

BALEAP 2013 The Janus Moment in EAP: Revisiting the Past and Building the Future SATURDAY 20th April, 2013

Time CONFERENCE

Central Plenary: Caroline Cofﬁn 8.45-9.45 Conference Theatre Negotiating difference for future action: Systemic Functional Linguistics meets Academic Literacies

CONCURRENT SESSIONS

Time Theatre 1A 1BC 2AB 2C 3AB 3C 4A 4B

9.50 -10.30 Steve Kirk, Tony Lynch Fotini Karin Whiteside Xin Gao and Julia Molinari Sarah Horrod Klaus Mundt Louise Pullen Carole Calls for Grammatosi and Investigating Zhongshe Lü From myth to ‘Embedded with Written and Rachel MacDiarmid, assistance: An Nigel Harwood disciplinary Issues of EAP in a credence: the troops’. communicative Abounouar Louis Rogers, analysis of An experienced features of Chinese university Understanding Teaching academic competence of Building a blended and Anne Pallant students’ requests teacher’s use of the undergraduate and their EAP for writing from within Malay EAP future: What role for help in practical writing in History internationalisation subject modules: A students: A Competently textbook on an implications should audio play? writing sessions and PIR short-lived luxury or qualitative, brought to life academic English during a pre- (Politics and the way forward? exploratory study [Workshop] course: A case sessional English study International programme Relations): A corpus-assisted discourse analysis

Atrium & 10.30-11.00 Coffee break Banqueting Suite

CONCURRENT SESSIONS

Time Theatre 1A 1BC 2AB 2C 3AB 3C 4A 4B Gallery

11.00-11.40 Richard Smith Miranda Mehtap Lin Ling Shuai Zhao Jane Blackwell Sandra Leigh Laura Vilkaitė, Dawn Diane Schmitt, Meriel Bloor, Armstrong, Kocatepe The structure and Longitudinal Teaching A pragmatic and Henrik Gyllstad, Cremonese Jenifer Spencer, and Andy Gillett Diana Hopkins, The exploration of function of the investigation on referencing as an critical approach and Norbert Socio-pragmatic and Olwyn Panel discussion and Tom Reid learning beyond introductory factors ‘educative to critical thinking Schmitt and linguistic Alexander on the History of The future is the classroom: phase of empirical inﬂuencing response’ to in EAP Vocabulary size awareness raising Teacher EAP and of integrated: Perspectives from research articles academic English plagiarism and EAP: in ESAP through development: The BALEAP Academic and the Gulf in civil writing [Workshop] Evaluating the video-dubbing role of materials employability engineering and development Vocabulary Size (11.00-12.25 - skills for all ﬁrst applied of Chinese Test (11.00-12.25 - continued below) year linguistics: A postgraduate continued below) undergraduates comparative study students Conference_brochure_2013AL_Layout 110/04/201316:24Page55

SATURDAY 20th April, 2013

CONCURRENT SESSIONS

Time Theatre 1A 1BC 2AB 2C 3AB 3C 4A Gallery

11.45-12.25 Richard Smith et Ellie Kennedy Steve Kirk Jackie Dannatt Garry N. Dyck Emma Lay Tijen Aksit Yu-Hua Chen Diane Schmitt, al The ExIST Project: Walking the talk: The development and Rodrigo The Dogme Supporting current and Shaida Jenifer Spencer, Panel discussion EAP across the Reﬁning notions of of, and response to Lastra approach and EAP: and future EAP Mohammadi and Olwyn on the History of curriculum TTT in EAP an academic A quantitative Invigorating the managers’ Investigating the Alexander EAP and of writing module for analysis of Chinese EAP classroom leadership relationship of word Teacher BALEAP electrical engineers student success: [Workshop] development frequency, item development: The at the University of Statistically difﬁculty, and role of materials Bath examining the past vocabulary size in to plan for future an academic success English test

12.25-14.00 Lunch break Banqueting Suite

13.00 BALEAP AGM Theatre

CONCURRENT SESSIONS

Time Theatre 1A 1BC 2AB 2C 3AB 3C 4A 4B 14.00-14.40 John M. Swales Ian Pople Caroline San Kristin Sendur Alex Ding, Sara Sophia Butt Awad Alhassan Lisa Bilsky and Jemma Prior Revising an EAP Creative/Academic Miguel Discipline-speciﬁc Hannam, and Pedagogies for Students' problems Nehal Sadek Form follows textbook: A writing: Interfaces English for clinical critical thinking: Julie King autonomy: Booster on an English Features of function: Teaching multivocal and overlaps purposes: Helping Skills and language EAP - the state we Week – enhancing medium MBA academic reading an advanced ESAP enterprise clinical supervisors are in: A manifesto student-centred programme in passages course to assess English for higher learning Sudan: A multilingual design proﬁciency education(al) aims qualitative students and ideals ethnographically- oriented study

14.45-15.25 Kwab Asare and Hania Salter- Andrew Ian Bruce Russell Mayne Sophia Butt Martin Herles Hebe Wong Victoria Mann Katie Mansfield Dvorak Blackhurst Critical thinking in EAP at the Pedagogies for Authorial voice Integrating directed STEM students, The development of How the ‘double Lessons from research writing: A crossroads: Time to autonomy: PDPs – across cultures in reading activities literacy practices discipline-specific burden’ of L2 history: CAE, transferable inter- get serious Avoiding the pitfalls business and into an EAP and dyslexia EAP materials academic writing (I)ELTS and the disciplinary skill or of reflective writing economics journals curriculum [Workshop] translates into the testing of an integral element ‘double unknown’ academic-level of disciplinarity and for assessors English genre knowledge [Workshop]

Atrium & 15.30-16.00 Coffee break Banqueting Suite Conference_brochure_2013AL_Layout 110/04/201316:24Page56

SATURDAY 20th April, 2013

CONCURRENT SESSIONS

Time Theatre 1A 1BC 2AB 2C 3AB 3C 4A 4B

16.00-16.40 Joy Robbins Reyhan Salataci Gerard Paul Afnan Farooqui Nancy Noemi BALEAP HEAL Diane Pecorari Ann Torday Vasiliki (Celia) What works in Ok Sharpling A corpus-based Chiuh Working Party and Philip Shaw Gulden Antoniou academic email: A Validity of short Beyond EAP: study of academic- EAP course in an Teaching Intertextuality in English as the Scaffolding EAP genre analysis with answer responses Developing collocation errors in ESL context: Has international academic and non- academic ‘lingua through virtual teacher and in theme-based professional writing the writing of the course met the students: Facts – academic texts: franca’: Looking learning student language skills on a postgraduate needs of the Myths – Strategies What are the back in anger and environments perspectives programmes postgraduate Computer Science learners? [Workshop] sources and looking forward (Second transferable skills students outcomes for EAP Life/SImiLLE) programme for writers? science students

16.45-17.25 Jennifer Metcalfe Sandy George Dominic Mahon Gulsara Dustova Douglas Bell Lee Hawkes Martin Barge, Dietmar Tatzl Mary Davis and Creating an and Liz Stratton and Rachel and Martin The enduring Contextualising the Alannah The ﬁrst-year John Morley authentic listening The changing face Niklas Seviour legacy of TEFL: international Fitzgerald, and experience of Phrase level test for a Business of In-sessional Improving Practise makes Help or hindrance student experience: William Tweddle English-medium intertextuality: The English support motivation on EAP perfect – or does in teaching EAP? Psychosocial Making digital open instruction in a views of tutors from presessional [Workshop] courses through it? The effect of adjustment and the educational postgraduate different disciplines programme peer feedback different types of role of institutional resources for EAP: engineering degree [Workshop] written practise intervention Issues and options programme exercises on [Workshop] vocabulary retention

17.30-18.10 Eliot Wright Christina Healey Cheung Lok Simon Smith David Stephen Gwyneth James Emma Bruce and Gemma Campion Hilary Nesi and EAP tutors' What’s the use of Ming (Eric) and Vocabulary Bolton Understanding the Liz Hamp-Lyons ‘The Learning Sheena Gardner perceptions of ideology? (to the Gail Forey acquisition by Making headway experiences of Looking for the Never Ends’: Balancing old and teaching and EAP practitioner) What does an Chinese, French beyond Headway: postgraduate academic voice: Investigating new activity types assessing in [Workshop] effective MA and Finnish An educational international Assessing teachers’ on an academic English for Speciﬁc student’s research learners change students: A undergraduate experiences of the writing website Academic paper look like? management case narrative approach writing transition from Purposes: Is study English for General training needed? Purposes to English for Academic Purposes in the UK context

18.15 BALEAP Doctoral Student Support Initiative: Fact Finding Meeting Gallery

Atrium & 19.30-23.00 Conference Dinner Banqueting Suite Conference_brochure_2013AL_Layout 110/04/201316:24Page57

SUNDAY 21st April, 2013 BALEAP 2013 The Janus Moment in EAP: Revisiting the Past and Building the Future

CONFERENCE

CONCURRENT SESSIONS

Time Theatre 1A 1BC 2AB 2C 3AB 3C 4B

8.45-9.25 Smaragda Steve O’Sullivan Romana Andrew Gregory Hadley Jill Doubleday Christopher Stephen David Kampouri Just in time and Kopečková and Preshous Blended EAP Teach for success: Macallister Bolton Teaching English just about right: Simon Gooch From ESAP to professionals in Supporting Control and Secret agents: for academic legal Developing a Teaching prosody ‘EVSAP’: corporatized international autonomy in EAP Teaching purposes in UK bespoke in- in EAP [Workshop] Developing universities: students in the management: The nominalisation to universities: A sessional ESAP materials to teach Typologies and classroom prescriptive developing study of four EAP course very speciﬁc lexis strategies curriculum as the academic teacher proﬁles to feed into an on an International path to professional readers/writers academic Masters Business course freedom module

9.30-10.10 Neil Murray Karolina Tom Grainger Peter Thomas Katie Dunworth Gail Forey, John Larysa Sanotska An Australian Kopinska and Do Chinese and Paula Planning for Polias, and Diane Helping Ukrainian model of post- Sylvie Lomer learners’ strategies Bernaschina success: Potts students cross enrolment English Do skills transfer? employ a sufﬁcient Looking back and Developing an Teaching science academic cultural language International depth of moving ahead: The institution-wide through English in barriers in writing: assessment and postgraduate processing for the development of an approach to the an EFL context Focus on the provision student essay acquisition of academic writing enhancement of sentence writing, from vocabulary? and language unit student English generic skills language use in modules to writing Australia’s in the disciplines universities

Atrium & 10.10-10.45 Coffee break Banqueting Suite Conference_brochure_2013AL_Layout 110/04/201316:24Page58

SUNDAY 21st April, 2013

CONCURRENT SESSIONS

Time Theatre 1A 1BC 2AB 2C 3AB 3C 4A 4B

10.45-11.25 Averil Bolster and Susie Cowley- Paul Stocks, Philip Durrant Elena Khoch Judith Hanks, Carla Vergaro Clare Anderson Jason Myrick Peter Levrai Haselden Stella Harvey, Discipline- and Exploring the Yasmin Dar, and and John M. What kind of Integrating Moodle Academic EAPtising the and Timothy level-speciﬁcity in intercultural Ana Salvi Swales dolphin are you into presentations: academy: Informing Chapman university students’ dimension of “It makes them Notice the doing? Moving Standardization in What faculty want and transforming Tracking written vocabulary academic writing: realise what they’re similarities from EGAP to an EAP Program and the materials teaching practice international Hedging in Russian capable of…” between the two ESAP in a students need pathway students (L1) and English Puzzling over sets...”: Imperative multinational (L1/L2) research exploratory practice usage in a corpus further education articles in EAP [Workshop] of upper-level settings student papers

11.30-12.10 Paul Roberts Stella-Maris Orim Richard Silburn Aileen Irvine, Tove Larsson Jane Blackwell Simon Williams Ben Brown Constructing rather and Isabella Reinventing the Hans Malmstrom, Anticipatory it Who am I for you? ‘Being fair and Turnitin as a than describing Awala-Ale wheel: The Spela Mezek, patterns as hedging Lacan and the showing care’: The learning tool in a oral EAP Institutional impact continued Diane Pecorari, devices: A corpus- uncanny non-ideal moral discourse of UK pathway [Workshop] on students’ relevance of the and Philip Shaw based study of student an English college functional syllabus university student language teacher academic writing To what extent do in EAP writing writing experience: A case L2 students in UK of Nigerian Higher Education students acquire academic and subject- speciﬁc vocabulary incidentally?

Time Closing Plenary and Ceremony

Closing Plenary: Averil Coxhead 12.15-13.15 Vocabulary, EAP and the Janus Moment: Mind the gap Theatre 13.15-13.30 Closing Ceremony

Atrium & 13.30-14.40 Lunch Banqueting Suite Conference_brochure_2013AL_Layout 1 10/04/2013 16:24 Page 59

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