2. Project Skills: the perfect balance? Kerith + Georgie

3. Overview  Influences  Overview of January Intake course and project skills strand  Tasks and questions  Conclusions

4. EGAP Students are often interested in topics beyond the scope of their own discipline (Basturkmen, 2003:58). All disciplines are multi-disciplinary and considering their own discipline from the perspectives of others in their (multi-disciplinary) class could be hugely beneficial (de Chazal, 2013:143).

5. ESAP The EAP teacher ‘will be able to recognise and explore disciplinary differences’ which is demonstrated through the ability to ‘guide students to investigate the genres and expert practitioners of their specific discourse communities’ (BALEAP, 2008)

6. ESAP The responsibility of acquiring familiarity with their own disciplines can be left largely with the student (de Chazel:141)

7. Motivation Dornyei and Ushioda’s (2009) model of the ‘L2 Motivational Self System’ ‘the secret of successful language learners was their possession of a subordinate vision that kept them on track’ (Dornyei and Ushioda, 2009:25).

8. Discipline social identities ‘The social identity approach [is] seeing oneself as a member of particular social groups, the associated sense of belonging’ (Smyth, et al. 2013).

9. Discipline social identities …those who identify strongly as a psychology student would be more likely to develop an intrinsic interest in the course, as they are likely to share the normative interests they perceive psychology students to hold, and this would be expressed in a deep approach to learning (Smyth, et al. 2013).

10. Discipline social identities Considering these effects and the positive effects found elsewhere of social identity on study continuation (Christ, van Dick, Wagner, & Stellmacher, 2003)… the development of discipline-related social identification is not only a positive educational force, but could also be considered a valuable graduate attribute of tertiary education (Platow, 2012 cited in Smyth, et al. 2013).

11. Overview of course Number Total24 Medicine4 Science6Biology3 Chemistry1 Psychology1 Computer Science 1 Management, Economics and Finance 9 IR, Economics and Finance2 IR, Philosophy and History3

12. Overview of the course cont… IELTS Range: 5.5 - 6.0. No set minimum for subscores. Two example ‘lower profiles’ are: IELTS: Listening 5.5, Reading 5.0, Writing 5.0, Speaking 5.5; IELTS: Listening 5.5, Reading 6.0, Writing 4.5, Speaking 5.5 Two example ‘higher profiles are: IELTS: Listening 8.5, Reading 8.5, Writing 6.5, Speaking 8.0; IELTS: Listening 9.0, Reading 9.0, Writing 6.5, Speaking 7.5

13. Overview of the course cont…  6 Modules over 2 semesters  First semester Academic Subjects Module Project Skills Module Integrated Skills Module  Second semester Academic Subjects Module Oral Presentations Module Integrated Skills Module

14. Overview of the course cont… Project Skills Poster Workshop as part of a conference Podcast Video

15. Tasks Look at posters and consider the following:  Can you identify what disciplines the students are from?  What have they learnt about their discipline? Language/content.  What skills were they practising?  What do you think is the theme that links all of the posters?

16. Questions Form groups and discuss the following:  How would/could exploration of academic identities work in your institution?  What themes can you identify that would work across disciplines?  How could the project be improved?

17. References Basturkmen, H. (2003). Specificity and ESP Course Design, RELC Journal, 34 (1) p48-63. de Chazal (2012) The General – Specific Debate in EAP: Which case is the most convincing for most contexts?, Journal of Second Language Teaching and Research, 2 (1), p135-148. Dornyei, Z and Ushioda, E. (2009). Motivation, Language Identity and the L2 Self. Bristol: Multilingual Matters. Hamp-Lyons, L. (2005). Editorial for 4,1: Some further thoughts on EAP and JEAP, Journal for English for Academic Purposes, 4 (1), p1-4.

18. References Hyland, K. (2006) English for Academic Purposes: an advanced resource book, London: Routledge. Smyth, L., Mavor, K. I., Platow, M. J., Grace, D. M. & Reynolds K. J., 2013. Discipline social identification, study norms and learning approach in university students. Educational Psychology. Available at: http://www.tandfonline.com/doi/abs/10.1080/01443410.2013.822962 [Accessed 25 February 2016].