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E-raamat: Guide to In-sessional English for Academic Purposes: Paradigms and Practices [Taylor & Francis e-raamat]

(University of Bristol, UK), (University of London, UK)
  • Formaat: 228 pages, 5 Tables, black and white; 3 Line drawings, black and white; 3 Illustrations, black and white
  • Ilmumisaeg: 02-May-2023
  • Kirjastus: Routledge
  • ISBN-13: 9781003193715
  • Taylor & Francis e-raamat
  • Hind: 152,33 €*
  • * hind, mis tagab piiramatu üheaegsete kasutajate arvuga ligipääsu piiramatuks ajaks
  • Tavahind: 217,62 €
  • Säästad 30%
  • Formaat: 228 pages, 5 Tables, black and white; 3 Line drawings, black and white; 3 Illustrations, black and white
  • Ilmumisaeg: 02-May-2023
  • Kirjastus: Routledge
  • ISBN-13: 9781003193715

A hands-on guide for practitioners, this book prepares instructors to teach in-sessional English for Academic Purposes (ISEAP) higher education courses.



A hands-on guide for practitioners, this book prepares instructors to teach in-sessional English for Academic Purposes (ISEAP) higher education courses. As university cohorts become more diverse, there is demand for in-sessional EAP courses not only to support international students, but also increasingly as a provision for all students. This informative resource explores the varying formats of ISEAP courses and how they are embedded within and alongside students’ degree programmes in the United Kingdom and beyond.

In accessible chapters, authors Neil Adam Tibbetts and Timothy Chapman present illuminating findings drawn from interviews conducted with experts in the field and highlight the challenges that students and practitioners face. Avoiding prescriptive recommendations, Tibbetts and Chapman address different models and contexts of ISEAP courses at the university level and offer guidance and tools for practice. Covering key topics such as pedagogies, logistical challenges, and the wider university context, this book not only provides a roadmap to the often ill-defined but essential domain of ISEAP but also provokes questions and ideas for further reflection, guiding the reader towards a deeper understanding of their role and development in context. Engaging and inviting, Tibbetts and Chapman’s helpful text is a necessary resource for teachers to design and lead successful ISEAP courses.

Acknowledgements xi
How to use this book xii
Introduction 1(1)
Introducing ISEAP 1(3)
What Characterises ISEAP? 4(3)
The Content of This Book 7(2)
References 9(2)
SECTION A The In-sessional Within the EAP Context
11(128)
1 The State and Status of ISEAP
13(42)
1.1 `What Are You Trying to Do?'
14(11)
1.1.1 Increasing Diversity
17(2)
1.1.2 Non-U.K. Contexts
19(1)
1.1.2.1 Post-Entry Courses in Australia
19(2)
1.1.2.2 English as a Medium of Instruction (EMI)
21(4)
1.2 `Who Are You Trying to Target It at?'
25(18)
1.2.1 Student Needs
25(2)
1.2.2 ISEAP for All?
27(1)
1.2.3 Academic Literacy or Skills Development?
27(3)
1.2.4 Positioning of ISEAP
30(3)
1.2.5 Cooperation and Collaboration
33(3)
1.2.6 Integration
36(1)
1.2.7 EGAP vs. ESAP Approaches
37(2)
1.2.8 Types of ISEAP Courses
39(4)
1.3 `For What Reasons?'
43(6)
1.3.1 The Content of An ISEAP Course
43(1)
1.3.2 Specificities
44(2)
1.3.3 Accommodationist versus Critical Approaches
46(1)
1.3.4 Beyond Academic Writing
47(1)
1.3.5 Multimodalities
48(1)
Concluding Thoughts
49(1)
Chapter 1 Reflection
49(2)
References
51(4)
2 Pedagogies and Teaching ISEAP
55(43)
2.1 ISEAP's Pedagogical Complexity
56(1)
2.2 What Do We Mean By `Underlying Pedagogy'?
57(3)
2.3 Defining the Knowledge Base of EAP in In-sessional Contexts
60(2)
2.4 The `Pillars' of EAP and How They Relate to In-sessional Contexts
62(17)
2.4.1 Genre Analysis
63(4)
2.4.2 Corpus Linguistics
67(3)
2.4.3 Systemic Functional Linguistics (SFL)
70(2)
2.4.4 Academic Literacies
72(3)
2.4.5 Legitimation Code Theory (LCT)
75(1)
2.4.6 Critical EAP
76(3)
2.5 Beyond the Pillars
79(12)
2.5.1 ISEAP and Authenticity
80(3)
2.5.2 ISEAP Modes of Delivery
83(3)
2.5.3 ISEAP and Language Teaching
86(3)
2.5.4 ISEAP and Wider Philosophies of Education
89(2)
Concluding Thoughts
91(2)
Chapter 2 Reflection
93(1)
References
94(4)
3 Logistical Issues in ISEAP
98(41)
3.1 Information Gathering and Needs Analysis
100(9)
3.1.1 Target Situation Analysis
103(2)
3.1.2 Present Situation Analysis
105(1)
3.1.3 Voices From the Field
105(4)
3.2 Implementation
109(14)
3.2.1 The CEM (Contextualisation, Embedding, Mapping) Model
109(2)
3.2.2 CEM in Practice
111(2)
3.2.3 Critiques of the CEM Model
113(1)
3.2.4 Approaches to Embedding
114(2)
3.2.5 Getting Out or Staying In?
116(4)
3.2.6 Enhancing Collaborative Relationships
120(2)
3.2.7 Developing Collaboration
122(1)
3.3 Course Delivery
123(9)
3.3.1 Attntion
126(1)
3.3.2 Encouraging Attendance
127(1)
3.3.3 Communication and Record Keeping
128(2)
3.3.4 The Loneliness of the ISEAP Practitioner
130(2)
Concluding Thoughts
132(1)
Chapter 3 Reflection
132(2)
References
134(5)
SECTION B In-sessional EAP: Its Role Within the Wider University
139(85)
4 Changing Contexts in ISEAP
141(24)
4.1 Neo-liberalism: A Pervading Influence
142(12)
4.1.1 Funding ISEAP
143(2)
4.1.2 Precarity and ISEAP
145(3)
4.1.3 A Repositioning of ISEAP
148(3)
4.1.4 Measuring the Effectiveness of ISEAP
151(3)
4.2 Affordances of Technology
154(3)
4.3 Decolonising the Curriculum
157(3)
Concluding Thoughts
160(1)
Chapter 4 Reflection
161(1)
References
162(3)
5 The ISEAP Practitioner
165(33)
5.1 Transitioning into ISEAP
166(8)
5.2 Teacher Expertise
174(1)
5.3 The Status of ISEAP
175(3)
5.4 Discipline-Specific Knowledge in ISEAP
178(5)
5.5 Positioning of the ISEAP Practitioner
183(5)
5.6 Roles and Attributes of the ISEAP Practitioner
188(3)
5.7 Rewards and Challenges
191(3)
Concluding Thoughts
194(1)
Chapter 5 Reflection
195(1)
References
196(2)
6 Beyond ISEAP
198(26)
6.1 The Boundaries of ISEAP
199(6)
6.2 The Spread of ISEAP
205(8)
6.3 The Potential of ISEAP
213(8)
6.3.1 Impact and Visibility in the Institution
213(3)
6.3.2 Research Opportunities in ISEAP
216(5)
Concluding Thoughts
221(1)
Chapter 6 Reflection
221(1)
References
222(2)
Appendix: Standard Questions for Interviewees 224(2)
Index 226
Neil Adam Tibbetts is a coordinator of in-sessional courses within the Centre for Academic Language and Development (CALD) at the University of Bristol, U.K.

Timothy Chapman is a Senior Lecturer in English for Academic Purposes and Writing Development within the Centre for Academic Language and Literacies (CALL) at Goldsmiths, University of London, U.K.