From general to specific

1. From general to specific Increasingly English is being used as the teaching medium for Business Studies, Medicine, Engineering etc at Higher Education and University levels. �This presents interesting challenges to for the English teacher faced with students who are not interested in learning English for its own sake but are concerned to have sufficient command of English to help them progress in their chosen careers. General English is being replaced by English for Specific Purposes but within an atmosphere of English for Academic Purposes. How can this best be done? � Slide 2: From general to specific � This talk is about ESP and EAP �� So how is this talk related to innovation? As you can see from the abstract, the suggestion is that the publisher should work with the end user, in this case, not just the student, but also universities. And furthermore, ESAP is the most recent trend in ESP (ESP � EAP � ESAP). � The problem with ESAP is that it divides what many see as a small market (EAP) into an even smaller market, by dividing it up into specific areas of study. So another innovation perhaps is taking a risk, something that publishers are not usually happy doing. � As Education and Research Manager for Garnet Education, I hope the risk is worth it. �Until recently, ESP has been a neglected area for ELT publishers. A shift in the ELT landscape has proved a renewed interest in this area, but a coherent rationale within which to teach has yet to emerge. The belief is that working in close collaboration with educational institutions is the way to establish a more principled approach. This talk will look at how materials can be produced as a result of collaboration with universities for the development of EAP material. Slide 2: From general to specific � This talk is about ESP and EAP �� So how is this talk related to innovation? As you can see from the abstract, the suggestion is that the publisher should work with the end user, in this case, not just the student, but also universities. And furthermore, ESAP is the most recent trend in ESP (ESP � EAP � ESAP). � The problem with ESAP is that it divides what many see as a small market (EAP) into an even smaller market, by dividing it up into specific areas of study. So another innovation perhaps is taking a risk, something that publishers are not usually happy doing. � As Education and Research Manager for Garnet Education, I hope the risk is worth it. �Until recently, ESP has been a neglected area for ELT publishers. A shift in the ELT landscape has proved a renewed interest in this area, but a coherent rationale within which to teach has yet to emerge. The belief is that working in close collaboration with educational institutions is the way to establish a more principled approach. This talk will look at how materials can be produced as a result of collaboration with universities for the development of EAP material.

2. Gary Hicks University of Brighton, Training Coordinator Garnet Education 1. Introduce self. Thank the attendees. Explain title.1. Introduce self. Thank the attendees. Explain title.

3. ESAP English for Specific Academic purposes

4. A change in focus �There is a wave of English building up. Within a decade nearly a third of the world population will all be trying to learn English at the same time.� David Graddol, Open University, 2008 3. � This quote from David Gradoll the well-known writer, broadcaster and lecturer shows what is happening in ELT ... and they are mainly heading for university. � In fact November�s edition of the EL Gazette broke the news that Chile will be spending $6 Billion up to 2018 on scholarships for university study in English speaking countries � just one injection to the EAP market. � The fact is that many students want to study in English, and not just the obvious subjects such as Hotel and Tourism. And I understand that this new market in English-medium study has kick-started a move to English-medium teaching in non English-speaking countries. � This can be seen in Spain for example, with the focus on teaching English from the first grade in state education. This will enable students to study certain subjects in English, but more importantly have access to research in English as well as attend conferences using English as a lingua franca. (Mention CLIL) 3. � This quote from David Gradoll the well-known writer, broadcaster and lecturer shows what is happening in ELT ... and they are mainly heading for university. � In fact November�s edition of the EL Gazette broke the news that Chile will be spending $6 Billion up to 2018 on scholarships for university study in English speaking countries � just one injection to the EAP market. � The fact is that many students want to study in English, and not just the obvious subjects such as Hotel and Tourism. And I understand that this new market in English-medium study has kick-started a move to English-medium teaching in non English-speaking countries. � This can be seen in Spain for example, with the focus on teaching English from the first grade in state education. This will enable students to study certain subjects in English, but more importantly have access to research in English as well as attend conferences using English as a lingua franca. (Mention CLIL)

5. From general to specific Increasingly English is being used as the teaching medium for Business Studies, Medicine, Engineering etc at Higher Education and University levels. �This presents interesting challenges to for the English teacher faced with students who are not interested in learning English for its own sake but are concerned to have sufficient command of English to help them progress in their chosen careers. General English is being replaced by English for Specific Purposes but within an atmosphere of English for Academic Purposes. How can this best be done? � Slide 2: From general to specific � This talk is about ESP and EAP �� So how is this talk related to innovation? As you can see from the abstract, the suggestion is that the publisher should work with the end user, in this case, not just the student, but also universities. And furthermore, ESAP is the most recent trend in ESP (ESP � EAP � ESAP). � The problem with ESAP is that it divides what many see as a small market (EAP) into an even smaller market, by dividing it up into specific areas of study. So another innovation perhaps is taking a risk, something that publishers are not usually happy doing. � As Education and Research Manager for Garnet Education, I hope the risk is worth it. �Until recently, ESP has been a neglected area for ELT publishers. A shift in the ELT landscape has proved a renewed interest in this area, but a coherent rationale within which to teach has yet to emerge. The belief is that working in close collaboration with educational institutions is the way to establish a more principled approach. This talk will look at how materials can be produced as a result of collaboration with universities for the development of EAP material. Slide 2: From general to specific � This talk is about ESP and EAP �� So how is this talk related to innovation? As you can see from the abstract, the suggestion is that the publisher should work with the end user, in this case, not just the student, but also universities. And furthermore, ESAP is the most recent trend in ESP (ESP � EAP � ESAP). � The problem with ESAP is that it divides what many see as a small market (EAP) into an even smaller market, by dividing it up into specific areas of study. So another innovation perhaps is taking a risk, something that publishers are not usually happy doing. � As Education and Research Manager for Garnet Education, I hope the risk is worth it. �Until recently, ESP has been a neglected area for ELT publishers. A shift in the ELT landscape has proved a renewed interest in this area, but a coherent rationale within which to teach has yet to emerge. The belief is that working in close collaboration with educational institutions is the way to establish a more principled approach. This talk will look at how materials can be produced as a result of collaboration with universities for the development of EAP material.

6. Arguments for a general view Language teachers lack the expertise and confidence to teach subject specific conventions Low-level students need basic English Skills and language across a range of disciplines is the same

7. English study at university ENOP? EAP? ESP? ESAP? � Slide 9: English study at university � I work for a publisher and we are launching a new major series � ESAP. I would therefore like to focus the rest of my talk on how this was developed. We have established that ESAP stands for English for Specific Academic Purposes, i.e., subject-specific learning at the tertiary level. � But why not EAP, more general academic English? Or why not EOP, English for No Obvious Purpose? � EOP is what is taught when nobody has thought through the real purpose of why they are teaching � and this happens a surprising amount. � EAP is obviously useful to students entering English medium study, but it only provides for the immediate needs of the student and doesn�t deal with the problems students face when they reach their faculty studying law, business or whatever. This is why there is increasing demand for ESAP, but no material available for the hard pressed teacher � apart from the new Garnet series � Slide 9: English study at university � I work for a publisher and we are launching a new major series � ESAP. I would therefore like to focus the rest of my talk on how this was developed. We have established that ESAP stands for English for Specific Academic Purposes, i.e., subject-specific learning at the tertiary level. � But why not EAP, more general academic English? Or why not EOP, English for No Obvious Purpose? � EOP is what is taught when nobody has thought through the real purpose of why they are teaching � and this happens a surprising amount. � EAP is obviously useful to students entering English medium study, but it only provides for the immediate needs of the student and doesn�t deal with the problems students face when they reach their faculty studying law, business or whatever. This is why there is increasing demand for ESAP, but no material available for the hard pressed teacher � apart from the new Garnet series

8. EAP provides � � Discourse structures and vocabulary spanning all academic fields � General skills to help decode and construct text in appropriate registers i.e., bottom up skills Slide 10: EAP provides ... � They certainly need the general academic, the discourse structures and vocabulary that span all fields, and the general skills which will help them to decode and construct text in the appropriate register. Slide 10: EAP provides ... � They certainly need the general academic, the discourse structures and vocabulary that span all fields, and the general skills which will help them to decode and construct text in the appropriate register.

9. EAP Themes based on areas of human knowledge not quirky not invented not �one-off� human interest stories not �teen� topics

10. EAP Listening: to lectures Speaking: seminars, tutorials Reading: for research Writing: essays, assignments

11. EAP Listening and taking notes not interactive listening not �eavesdropping� not multiple listening not �after doing� comprehension questions

12. EAP Speaking from research not phatic communion not every function under the sun not convergent, �what I know / think� denoting speech used to express or create an atmosphere of shared feelings, goodwill, or sociability rather than to impart information:denoting speech used to express or create an atmosphere of shared feelings, goodwill, or sociability rather than to impart information:

13. EAP Reading for research not reading for pleasure not every text type under the sun not �after doing� comprehension questions

14. EAP Writing in academic genres not first person not informal postcards, letters not convergent, �what I know / think�

15. EAP Grammar the complex noun phrase clause joining clause embedding prepositional phrases stance adverbials

16. EAP

17. EAP (expanding the noun phrase) Expanding the noun phrase� Children become adults. Some children become violent adults.

18. EAP (expanding the noun phrase) �children become violent adults. pre-modifying the head noun: A small number of children� How many / What proportion A small number of insecurely attached children� What kind?

19. EAP (expanding the noun phrase) �children � post-modifying the head noun: �of / with violent parents �who live with violent parents �(who live) living with violent parents �(who were) brought up by violent parents More specific? Background? Situation

20. EAP (expanding the main idea) According to research� According to well-known research� According to well-known research by Bandura� who conducted experiments into the origins of violence, Contrary to the theory of Freud, the well-known psychologist� who believed that children of violent parents become non-violent adults,

21. EAP (linking to consequence) �.children � become violent adults� which perpetuates the cycle of violence. and pass on this violence to their own children. passing on this violence to their own children. (and are) locked in a cycle of violence.

22. EAP (adding stance) �.children � become violent adults� This researcher accepts that � This researcher does not believe that� It is, perhaps, surprising that� Surprisingly, It probably comes as no surprise that� Not surprisingly,

23. The advanced EAP sentence It is, perhaps, surprising that, contrary to the theory of Freud, the well-known psychologist, who believed that children of violent parents become non-violent adults, a significant number of children brought up by violent parents become violent adults, passing on their violence to their own children.

24. EAP (Lexical cohesion) He chose the red Porsche ... and carefully opened the door of the car. He had it started in a moment ... and eased the vehicle into the line of traffic. Soon he was powering his acquisition along the motorway ... and the coupe was flying. For the first time since he spotted the machine, he smiled. He�d make a fortune on this model. How many cars in this text

25. Students also need � Specific information from the field to activate schemata ESAP English for Specific Academic Purposes Slide 11: Students also need ... � English-medium student also need specific information from the field they are actually going to study in order to carry out top down processing. People use schemata to organize current knowledge and provide a framework for future understandingSchemata are an effective tool for understanding the world. Through the use of schemata, most everyday situations do not requireeffortful thought� automatic thought is all that is required. People can quickly organize new perceptions into schemata and act effectively without effort. For example, most people have a stairway schema and can apply it to climb staircases they've never seen before. Slide 11: Students also need ... � English-medium student also need specific information from the field they are actually going to study in order to carry out top down processing. People use schemata to organize current knowledge and provide a framework for future understandingSchemata are an effective tool for understanding the world. Through the use of schemata, most everyday situations do not requireeffortful thought� automatic thought is all that is required. People can quickly organize new perceptions into schemata and act effectively without effort. For example, most people have a stairway schema and can apply it to climb staircases they've never seen before.

26. Top down � Activating schemata � Building background knowledge � Making hypotheses � Checking hypotheses against incoming data Extracting pragmatic meaning Slide 12: Top down � This breakdown of the process suggests that both L1 and L2 students need background in a particular discipline. But L1 speakers have well-developed bottom up skills to help them decode written or spoken text. They can therefore deal with incoming data in real time and construct their own effective schemata to accommodate it. � Apparently, the brain of a native speaker can think four times faster than the mouth can speak and twice as fast as the eyes can read. So L1 students have plenty of spare processing time for while listening and while reading construction of schemata. � However, L2 students do not have such well-developed bottom-up skills and have to construct schemata before new data arrives. This is why we feel that an ESAP course is so important before tertiary study. It will help them develop schemata which will, in turn, help them to cope with incoming data, even if their bottom up processing is weak. Slide 12: Top down � This breakdown of the process suggests that both L1 and L2 students need background in a particular discipline. But L1 speakers have well-developed bottom up skills to help them decode written or spoken text. They can therefore deal with incoming data in real time and construct their own effective schemata to accommodate it. � Apparently, the brain of a native speaker can think four times faster than the mouth can speak and twice as fast as the eyes can read. So L1 students have plenty of spare processing time for while listening and while reading construction of schemata. � However, L2 students do not have such well-developed bottom-up skills and have to construct schemata before new data arrives. This is why we feel that an ESAP course is so important before tertiary study. It will help them develop schemata which will, in turn, help them to cope with incoming data, even if their bottom up processing is weak.

27. What background knowledge? � What is the discipline? � What are its branches? � What does a practitioner do? � What is the history of the discipline? � Who are the great people in the discipline � biography? � What are the great works in the discipline � references? � What are the basic principles / knowledge in the discipline? � What are the current issues? � What are the contentious issues? � Are there any Health and safety issues (if relevant)? � How do you distinguish fact from opinion in the discipline? � What might the future hold? Slide 13: Basic content for ESAP courses � The key to activating schemata is background knowledge; but we need to decide what background knowledge to focus on? � The exact contents of a first year tertiary course will vary from institution to institution but we have found it possible to break down into a common core. � Wherever students are taught, say Business Studies, the syllabus will contain the same core information, which can be incorporated into a basic syllabus which meets the basic needs of the vast majority of students in a particular discipline. � This generally translates as follows: Slide 13: Basic content for ESAP courses � The key to activating schemata is background knowledge; but we need to decide what background knowledge to focus on? � The exact contents of a first year tertiary course will vary from institution to institution but we have found it possible to break down into a common core. � Wherever students are taught, say Business Studies, the syllabus will contain the same core information, which can be incorporated into a basic syllabus which meets the basic needs of the vast majority of students in a particular discipline. � This generally translates as follows:

28. Bottom up � also important � Decoding text into meaningful units � Extracting grammatical meaning � Comparing: grammatical meaning with hypothesis Extracting pragmatic meaning Slide 14 Bottom up � As well as a primer in the discipline, students will need help with bottom up processing as L2 students are weaker in bottom up processing than L1 speakers. � Although, most students will never achieve L1 competence, some of the weakness comes from the way that language is taught, with the emphasis on top down skills at the expense of bottom up, and a move away from focus on form at any stage of a lesson. � Where decoding of language at sentence level is dealt with, syllabuses and teachers tend to focus on tense morphology at the expense of most other linguistic features, whereas in academic English at least, syntax is far more important. Slide 14 Bottom up � As well as a primer in the discipline, students will need help with bottom up processing as L2 students are weaker in bottom up processing than L1 speakers. � Although, most students will never achieve L1 competence, some of the weakness comes from the way that language is taught, with the emphasis on top down skills at the expense of bottom up, and a move away from focus on form at any stage of a lesson. � Where decoding of language at sentence level is dealt with, syllabuses and teachers tend to focus on tense morphology at the expense of most other linguistic features, whereas in academic English at least, syntax is far more important.

29. ELT/EAP: Ways of tackling complexity �I have been living in Seville for ten years.� �According to recent research conducted at the university of Reading, ....� Slide 15: ELT/EAP: Tackling complexity � In general English the focus on such sentences might be appropriate as this is where complexity might lie. � I have been living in Paris for ten years. However, Academic language is rarely of the simple declarative. It is full of complex noun phrases with pre-and post-modification, with clause joining and embedding, and long introductory phrases such as: According to recent research conducted by scientists at the University of Reading... � Slide 15: ELT/EAP: Tackling complexity � In general English the focus on such sentences might be appropriate as this is where complexity might lie. � I have been living in Paris for ten years. However, Academic language is rarely of the simple declarative. It is full of complex noun phrases with pre-and post-modification, with clause joining and embedding, and long introductory phrases such as: According to recent research conducted by scientists at the University of Reading... �

30. EAP: Tackling complexity �It is perhaps surprising that, contrary to the theory of Freud, the well-known psychologist, who believed that children of aggressive parents become non-violent adults, a significant number of children brought up by parents suffering from bouts of aggression become violent adults, passing on their violence to their own children.� Slide 16: Simple choice of verb tense � When the main verb appears, it is often simple present. The main verb may be qualified, but it is still unlikely to be morphologically or conceptually complex in itself. A complex academic sentence, therefore, will look very different from a complex general English sentence, for example: Slide 16: Simple choice of verb tense � When the main verb appears, it is often simple present. The main verb may be qualified, but it is still unlikely to be morphologically or conceptually complex in itself. A complex academic sentence, therefore, will look very different from a complex general English sentence, for example:

31. EAP: Tackling complexity �It is perhaps surprising that, contrary to the theory of Freud, the well-known psychologist, who believed that children of aggressive parents become non-violent adults, a significant number of children brought up by parents suffering from bouts of aggression become violent adults, passing on their violence to their own children.� Slide 17: Answer � Note the main verb (underlined) comes 39 words into the sentence. Slide 17: Answer � Note the main verb (underlined) comes 39 words into the sentence.

32. Top down & bottom up How do we learn? This seems like a simple but there is no simple In the next two lectures, we�re look at theories of I�m going to talk about from Ancient Next, theories from A Russian scientist, argues that mistakes are crucial in learning. However Slide 18: Top down and bottom up � Putting it together, an L1 student from the field of education would probably be able to do this predicting activity very well, because they can recognise e.g. the question in Line1 and use the word (question) to complete Line 2, then retrieve the antonym (question / answer) for Line 3. � They can use other bottom up parsing to complete other lines. But in places, the completion can only come from background knowledge. Some of this will be common core � theories from Ancient Greece is more likely than other ancient civilizations not noted for their education theories. Some of this will be specialist, and ever changing. Years ago the only Russian scientist in education most L1 English speakers would know is Pavlov but perhaps Vygostky has is now better known Slide 18: Top down and bottom up � Putting it together, an L1 student from the field of education would probably be able to do this predicting activity very well, because they can recognise e.g. the question in Line1 and use the word (question) to complete Line 2, then retrieve the antonym (question / answer) for Line 3. � They can use other bottom up parsing to complete other lines. But in places, the completion can only come from background knowledge. Some of this will be common core � theories from Ancient Greece is more likely than other ancient civilizations not noted for their education theories. Some of this will be specialist, and ever changing. Years ago the only Russian scientist in education most L1 English speakers would know is Pavlov but perhaps Vygostky has is now better known

33. ESAP Disciplinary variations: Disciplines see reality in different ways

34. Learning tasks Humanities & social sciences Analyzing & synthesizing from multiple sources Science and technology Describing procedures, defining procedures, planning solutions

35. Lexis and collocation Common core ignores multiple meanings Consist means �stay the same� in the social sciences and �composed of� in the sciences Volume means �book� in applied linguistics and �quantity� in biology Abstract means �remove� in engineering and �theoretical� in social sciences

36. Reporting conventions Social sciences; Verbs which refer to writing activities: discuss, hypothesize, suggest, argue Engineers and scientists: Verbs refer to research activities: observe, discover, show, analyse, etc

37. Self-mention (per 1,000 words) Philosophy 5.5 Marketing 5.5 Applied Linguistics 4.5 Sociology 4.3 Physics 4.1 Biology 3.4 Electrical engineering 3.3 Mechanical engineering 1.0

38. Stance features (per 1000 words) Philosophy 42.8 Sociology 31.1 App Ling 37.2 Marketing 39.5 Physics 25.0 Mech Eng 19.8 Elec Eng 21.6

40. Some implications for teaching.. Use target-language authentic texts Encourage analysis Encourage criticality Encourage reflection Use authentic/relevant models Use expert informants

41. Conclusion Misleading to think of universal genres and skills Language use is situated within courses and disciplines ESAP is about developing new kinds of literacy