English Language Centre Newcastle Business School Northumbria

English Language Centre & Newcastle Business School Northumbria University: Programme and Subject Leaders’ Conference, 2009. Rethinking the delivery of English for Academic Purposes (EAP) the design and development of the CEM Model (contextualisation, embedding and mapping) Sloan, D. E & Porter, E. (2009) Management of English language support in Post Graduate Business education: the CEM Model (contextualisation, embedding and mapping), International Journal of Management Education, 7 (2), pp 51 -58. Sloan, D. & Porter, E. (2008) Contextualising in-sessional language and study skills support for international and EU students. Red Guide Paper 46, MARCET, Northumbria University. Dr Diane Sloan Newcastle Business School PD Learning Enhancement & Dev. diane. sloan@unn. ac. uk Elizabeth Porter ELC PL In-sessional EAP elizabeth. porter@unn. ac. uk

Structure of the presentation 1. 2. Nature of the problem/past practice Identification of key themes Contextualisation Embedding Mapping 3. 4. Value of the CEM Model Future research 2

1. Nature of the problem EAP specialist Business specialist n n Little/no liaison with subject specialists Falling student attendance on in-sessional EAP Lack of student engagement – 2 nd semester 3 n Cost considerations n n Low student attendance n Engagement n Communication with EAP specialist

Starting the process n Establishing links between EAP & subject specialist n n n Associate Dean NBS instigated Programme Director – business Programme Leader - EAP 4

Methodology n Group 150 NBS PG international students n n NBS PG Programme Directors (7) n n Questionnaires/focus groups Meetings and interviews NBS PG Module tutors (2) n n Interviews Shadowing 5

What were we asking? n Staff n Student development needs n n NOT deficit model Core module tutors n Dissertation/HRM n n n Identifying gap in understanding Identifying gap in academic skills Processes n Induction (what and when) 6

n n In-sessional EAP Past process Business School Role n n n Administrative process Communication with students n Enrolment n Induction Presentations n Emerging Issues n Student perception of in-sessional EAP Syllabus design for Sept - April Timetabling 7 n Needs analysis n Teaching schedule n EAP Role n n Conflict of interest

Emerging themes: n Contextualisation n n Embedding n n Generic vs specificity Satellite service vs Business school service Mapping n Right thing at the right time 8

2. Key themes Contextualisation: EAP skills developed in the context of specific Business programme modules n Analysis of: n n n Relevant Business modules: Human Resource module and Dissertation Preparation module EAP syllabus and Business programmes syllabi Resulting in: n n n Reworking of the EAP syllabus Negotiation with Business School Programme Directors and Leaders EAP syllabus negotiated with Business Module tutors n n n Shadowing Deeper understanding of content Greater understanding of linguistic demands 9

Embedding: integration of insessional EAP into Business programme areas n Scheduling n n Induction: presented with Business Modules Timing: teaching in parallel with Business modules Timetable of EAP : on Central timetable issued to students EAP tutor; member of Business academic team 10

Mapping: understanding of student need for in-sessional EAP n Student needs n Research findings patterns of working n n Focus groups Questionnaires Course Committee Meetings n n Business staff needs n n Student need for EAP in May – September. Example n Programme Directors Programme Leaders Module tutors Communication 11 Data collection

Key findings: Data collection chapter 12

Contextualisation, Embedding and Mapping How have things changed? The CEM Model Past situation SENIOR Current MANAGEMENT SUPPORT situation EAP Tutors PG Module CONTEXTUALISATION tutor NBS Admin PG Programme PDs & I N M A P P PLs G Timetabling EMBEDDING Team membership COMMUNICATION 13

The CEM Model Contextualisation Module Tutors EAP tutor Subject specialist EAP director Scheduling delivery Communication Programme Directors Programme Leaders EAP tutor Central timetabling Embedding Mapping 14

3. Value of the CEM Model n n Staff n Closer involvement with subject specialists n Closer mapping with subject delivery Student n Increased student attendance, threefold n Increased level of student engagement School n Learning and Teaching agenda Feedback n External examiners n External bodies – CIPD, English UK 15

Added value of CEM Model n n EAP tutor involved in n 16 Review e-learning portal Enhanced communication channels: podcasts & vodcasts Working patterns n Increased resource from ELC n EAP extended May – Sept n Broadening contextualisation n Discrete support Transferability – literacy skills Assessment – CETL funding

Key questions emerging n n How to sustain the integration of insessional EAP in the Business School? How to ensure the quality of in-sessional EAP delivery and development? 17

Strategic Framework Contextualisation Mapping Team involvement The CEM Model T&L POLICY 18 Embedding Communication

Policy adopted Objective 1: Team involvement n n Integration of EAP with: n PDs n Programme Leader teams n Programme teams n Module tutors/teams Committees n School Teaching and Learning n School Student Liaison 19 Objective 2: Communication n Formalised inclusion Programme Committee Meeting agenda Briefing Student Reps Incorporation of EAP feedback with School module feedback process Strategy Table

4. Future research 2009 Evaluating the adaptability of the CEM Model for supporting EAP delivery across all academic schools External partners to investigation application of CEM Model in other institutions. 20

Outcomes § § Staff development programmes : ELC and NBS Potential collaborations § § Conference paper(s) n n § University of Waikatu, New Zealand University of Western Australia Auckland University of Teachnology BALEAP Conference, November, 2006. HEA Business, Management, Accountancy and Finance Conference Aston 2 nd-4 th May, 2007. HEA Business, Management, Accountancy and Finance Conference, Edinburgh, April, 2008. HEA Annual Conference, Harrogate, 1 -3 rd July, 2008 Publication(s) – Business and management n n Sloan, D. E. & Porter, E. (2008)’The management of English language support in post graduate business education: the CEM Model (contextualisation, embedding and mapping’. International Journal of Management Education, 7 (2), pp. 51 -58 Sloan, D. E. & Porter, E. The CEM Model - Contextualising In-sessional Language and Study Skills Support for International and EU students. Red Guide 46, MARCET Publications, Northumbria University. 21

To summarise In the words of Eric Morecombe how do we move from ‘playing the right notes but in the wrong order…’ Sloan & Porter The C EM M odel 22

References n n n Dudley- Evans, A. (1984) The team-teaching of writing skills. In R. Williams, J. M. Swales and J. Kirkman (Eds) Common Ground: Shared interests in ESP and Communication Studies. ELT Documents 117 Dudley-Evans, T. & St John, M. J. (1998) Developments in ESP: A multi-disciplinary approach. Cambridge, England: Cambridge University Press. Hyland, K. (2002) Specificity revisited: how far should we go now? English for Specific Purposes , 21, 4, pp. 385395. Hyland, K. & Hamp-Lyons, L. (2002) ‘EAP: issues and directions’, English for Academic Purposes, 1, pp. 1 -12. Madden, M. (2000) Preparation and delivery of a course in English for Specific Academic (Business Administration) Purposes. IATEFL ESP SIG Newsletter issue 16. Saunders, S. (2006) Does EAP work? A personal view, in A. Gillett & L. Wray (Eds ), Assessing the Effectiveness of EAP Programmes. pp 110 -113. London, UK: BALEAP n n Turner, Y. (2005) Students from mainland China and critical thinking in postgraduate Business and Management degrees: teasing out tensions of culture, style and substance. I nternational Journal of Management Education, 5, 1, pp. 3 -10. University of Birmingham. (2008) English for International Students Unit. http: //www. eisu. bham. ac. uk/courses/presessionbme/ Accessed: January 2008. University of Edinbrugh. (2008) English Language Courses. http: //www. ials. ed. ac. uk/EL/English-Academic/Pre -sessional. html. Accessed: January 2008. University of Glasgow. (2008) Pre-sessional Courses, http: //www. gla. ac. uk/services/languagecentre/efl/presessionalcourses/. Accessed January 2008. 23

Any questions? Contextualisation The CEM Model Embedding Mapping 24