This highly interactive course provides teaching professionals with a solid background to the subject of English for Academic purposes. Along with key theory and methodology, it introduces a range of different approaches and practicalideas. Teachers will gain both an understanding of this branch of ELT, as well as ideas and tasks to explore and reflect on in the EAP classroom. They will also be able to polish their English language skills and add to their existing teaching skills.
11 – 15 March 2019
29 July – 02 August 2019
26 – 30 August 2019
This course is suitable for teachers from a wide variety of backgrounds and is aimed at those interested in developing their understanding of practices and skills required for the teaching of English for Academic Purposes (EAP). It would also be of interest to lecturers, researchers and teaching staff at universities and institutions of higher education,who are working on degree programmes or academic research and who are non-native speakers of English. Minimum language level for this course is B1.
After registration, participants on this course programme will receive:
a pre-course questionnaire which will enable trainers to learn about the participants’ teaching backgrounds
information about the Europass Mobility Certificate
a recommended reading list to prepare participants for various aspects of the course
information about York to prepare teachers for their cultural experience
By the end of the course participants will:
have a clear understanding of the key elements of teaching English for Academic Purposes
be able to recognise the features of academic texts and written English
have consolidated and built on their English language knowledge and practised active use of spoken English in academic contexts
have looked at examples of EAP course design and explored a range of practical ways to plan and create teaching materials.
have had the opportunity to self-assess their own Academic English language skills and create a PDP
Sessions demonstrate and train Teaching English for Academic Purposes and the different approaches, methodologies, techniques and knowledge. An interactive communicative approach is applied, which provides participants with their own experiential learning of the activities and methodologies. Input sessions are in the form of hands-on workshops and involve brainstorming, analysis, problem-solving, and role-play, both in pair work and group work. Participants are actively involved in the sessions to maximize their learning and to experience activities from their learners’ point of view.
Teachers are asked to reflect on the activities, inviting discussion with regard to their own knowledge and experience, teaching methods and contexts, and on adaptation of activities to their own teaching and learning situations. Participants are also introduced to key resources related to the further development of their teaching skills and personal professional development. Both theory and practice are explored, analyzed and discussed, further enabling the participants’ use and development of their teaching and classroom management skills regarding Teaching English for Academic Purposes.
The course ends with an evaluation session, where teachers are asked to reflect upon the value of the knowledge gained on the course. They are also encouraged in this session to create a Personal Development Action Plan, and select activities which they would like to try out in their own classes. They are invited to join the York Associates Community, which allows networking and contact with the trainers and fellow colleagues, and with participants from other courses.
Sample Course Programme
Introduction to the course: objectives and methodology
Where to start: academic contexts
Essential English language and academic skills
Lectures and presentations: main sections and key functional language
Types of academic writing
Features of an academic text
Features of academic language:
Academic papers and dissertations; main sections and key functional language
Professional skills practice
Working internationally: Hofstede’s Dimensions of Culture
Meetings and discussions:
dealing with questions
Professional skills practice
Reviewing: giving and receiving feedback
Guided self-study Studying English independently
Identifying and exploiting resources
Identifying language development needs and
Creating a PDP