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2. Copyright University of Reading DESIGNING A SUBJECT-SPECIFIC EAP COURSE FOR CHEMISTS A critical overview of how the English Language for Chemists module was designed, and is delivered. 2 ISLI Bruce Howell and Aaron Woodcock (University of Reading) EAP conference - Finding the Balance: Language and Content in EAP University of St Andrews February 2016

3. LIMITLESS POTENTIAL | LIMITLESS OPPORTUNITIES | LIMITLESS IMPACT THE CHALLENGE: STRIKING THE BALANCE Language Content Relevant content Chemistry degree programme Focus on English English language module 3

4. LIMITLESS POTENTIAL | LIMITLESS OPPORTUNITIES | LIMITLESS IMPACT THE CHALLENGE: STRIKING THE BALANCE Language Content Relevant content Chemistry degree programme Focus on English English language module 4

5. LIMITLESS POTENTIAL | LIMITLESS OPPORTUNITIES | LIMITLESS IMPACT ‘ENGLISH LANGUAGE FOR CHEMISTS’ MODULE - WHAT’S IT FOR? 3+1 BSc ‘Applied Chemistry’ Partner university in China; TNE Whole degree in English (theoretically) Students are taught General English, CET, IELTS, EGAP … BUT still not enough 5

6. LIMITLESS POTENTIAL | LIMITLESS OPPORTUNITIES | LIMITLESS IMPACT CREATING THE MODULE Key point one: Collaboration with Chemistry  Who teaches generic study skills?  Who teaches genre-specific skills?  What is ‘relevant’ language input? 6 Chemistry have to be happy with what language teachers are doing Planning has to happen in advance!

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8. 8 EnglishChemistry Effective team working; Self- study skills Use grammar and vocabulary accurately; Chemistry-specific lexis Writing Lab reports and literature reviews; Referencing / plagiarism Writing and Speaking Explain chemistry clearly in English: organised, coherent Also ‘discussing’? ICT in Chemistry: Programmes, packages and databases UK health and safety practices

9. LIMITLESS POTENTIAL | LIMITLESS OPPORTUNITIES | LIMITLESS IMPACT 9 EnglishChemistry Effective team working; Self-study skills ICT in Chemistry: Programmes, packages and databases Writing Lab reports and literature reviews; Referencing / plagiarism UK health and safety practices Effective team working; Self-study skills Use grammar and vocabulary accurately; Chemistry-specific lexis Writing as ‘explaining’; Speaking as ‘explaining’ Explain chemistry clearly in English: organised, coherent, use genre conventions 10 credits Bonded in harmony, like water molecules

10. LIMITLESS POTENTIAL | LIMITLESS OPPORTUNITIES | LIMITLESS IMPACT WHAT WE ENDED UP WITH From ‘Assessable learning outcomes’ 1 communicate complex ideas clearly and succinctly in English, both in writing and orally recall and use chemistry-specific lexis accurately, both in writing and orally organise written tasks logically (and use cohesive devices effectively) so that they are coherent use genre conventions effectively to meet expectations of target audience use grammar and vocabulary both in writing and orally with sufficient control that errors do not impede communication 10 A de-emphasis of ‘skills’! Little ‘evaluative language’! Accuracy rather than range! Chemistry vocabulary!

11. LIMITLESS POTENTIAL | LIMITLESS OPPORTUNITIES | LIMITLESS IMPACT MAIN AIMS  ASSESSED BY … Descriptive writing Short text (poster) Short text (article) Descriptive speaking Presentation Tutorial Chemistry vocabulary Vocabulary test 11

12. LIMITLESS POTENTIAL | LIMITLESS OPPORTUNITIES | LIMITLESS IMPACT CREATING THE MODULE Key point two: ESAP is vital, so the right staff are needed  Decision to recruit tutor experienced in both EAP & science  Investment for other future ventures 12 Language teachers have to be happy with what they’re teaching Planning has to happen in advance!

13. LIMITLESS POTENTIAL | LIMITLESS OPPORTUNITIES | LIMITLESS IMPACT THE CHALLENGE: STRIKING THE BALANCE Language Content Relevant content Chemistry degree programme Focus on English English language module 13

14. LIMITLESS POTENTIAL | LIMITLESS OPPORTUNITIES | LIMITLESS IMPACT THE CHALLENGE: STRIKING THE BALANCE Language Content Relevant content Chemistry degree programme Focus on English English language module 14

15. LIMITLESS POTENTIAL | LIMITLESS OPPORTUNITIES | LIMITLESS IMPACT CHOOSING TOPICS Key challenge: Familiar chemistry topic (does not distract) Relevant language & skills (useful now/future & sufficiently technical) Solution: High school chemistry topics Careful choice of input texts 2-3 & output tasks Trial & error Feedback from students crucial 15

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17. LIMITLESS POTENTIAL | LIMITLESS OPPORTUNITIES | LIMITLESS IMPACT CHOOSING WRITING TASK Key challenges: Task must be ‘authentic’, but… Cannot duplicate assessment from other modules Cannot help students with work from other modules Impractical to do lab reports, exam answers or dissertations Must be comprehensible to English lecturer/assessor Solution: Empathy writing 4 Imagined situation (writing competition) & reader (high school students) Authentic genres (posters and articles) Authentic communicative purpose (explain complex ideas) 17

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22. LIMITLESS POTENTIAL | LIMITLESS OPPORTUNITIES | LIMITLESS IMPACT CHOOSING VOCABULARY Key challenges: So much to learn, so little time Teaching vocabulary (language) without teaching concepts Chemistry involves a lot of speaking Solution: Learning word lists (e.g. lab equipment, elements) Focus on pronunciation Selecting high frequency words (in Chemistry) for in-depth study (i.e. word families, collocation, etc.) (e.g. ‘solution’, ‘solute’, ‘soluble’, ‘solvent’, ‘dissolve’, ‘dissolution’) 22

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24. LIMITLESS POTENTIAL | LIMITLESS OPPORTUNITIES | LIMITLESS IMPACT Q&AQ&A

25. Copyright University of Reading REFERENCES / CONTACT 1. E. Page, B. Howell and A. Woodcock, Module Description: CH3ENG- English Language for Chemists, 2015. Available at: http://www.reading.ac.uk/modules/document.aspx?modP=CH3ENG& modYR=1516 2. University of York, Ed., Chemistry Review, Hodder Education. 3. R. Norris, L. Ryan and D. Acaster, Cambridge international AS and A level chemistry coursebook, Cambridge University Press, Cambridge, 2011. 4. H. Nesi and S. Gardner, Genres Across the Disciplines: Student Writing in Higher Education, Cambridge University Press, Cambridge, 2012. Bruce Howell d.b.howell@reading.ac.uk Aaron Woodcocka.e.w.woodcock@reading.ac.uk

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