1. BALEAP 2017 Towards an EAP Teaching Future in China:
The University of Bristol
– Centre for English Language and Foundation Studies
<　　　　　　　　　　　　>
Towards an EAP Teaching Future in China:
Professional Development and the First National Certificate in Teaching EAP.
Markus Davis, Stuart Perrin, and Tim Marr

2. Transnational Education (TNE) – a 2000’s phenomena
One element of the internationalisation of education.
Typically (and incorrectly) associated with exporting of English speaking education and educational models.
Asia and especially China has been particularly active in TNE (Huang 2007) with the British Council (2013) identifying China as a country with TNE opportunity.
The 1995 Education Act of the People’s Republic of China encouraged cooperation with foreign Partners.
Now many partnerships and joint ventures between Chinese and UK/USA/Australian institutions.
National Plan for Medium and Long Term Educational Reform and Development (MoE 2010): achieving educational modernization forming a learning society transforming China into a country with competitive human resources

3. Impact of TNE in China
Growth of EMI delivery – institutions/programmes/modules
Movement towards giving students real/usable language skills
Questioning English language teaching in the curriculum and re-evaluation of how teaching takes place/what is taught Movement away from CET and exam-focused teaching
Re-evaluation of how teaching takes place/what is taught > NCTEAP

4. Follow-up observations
What is NCTEAP?
8 trainers in pairs
Follow-up observations
Team training
Attendance
Workshop style
Duration
Pass
Reflective Essay
( words)
Two or three weeks
Full-time
Trainee-centred
1st cycle: 19 trainees

5. English as an International Language
NCTEAP – Threads Inform Everything
English as an International Language
Review
&
Consolidation
Critical Thinking
Observation
&
Reflection

6. Content Themes Classroom 02 01 03 04 05 Practice
The EAP Teacher as Language Expert
Classroom
Practice 01 03
Teaching the Language Skills 04
EAP Course Design and Assessment 05
Materials and Technologies

7. We assumed shared… Definition of EAP Application of the P
Terms of reference: discourse community, genre, needs, language acts, etc
Definition of EAP
Application of the P

8. ! Trainees Demanded “When will you give us the EAP book?”
“When will you tell us how to teach?”
“When will you tell us what to teach?” 8

9. Was our refocus well received?
Refocus: Frame of Reference
Sociolinguistics
Terms and Notions
Practitioner Identity
Was our refocus well received?
“My initial expectation was that this course would concentrate more on EAP teaching strategies and techniques for general EAP contexts, so there was some disappointment there.”

10. TEAP Training should Create
Neglect the underpinnings: ideas come first
Be a series of demonstrations of teaching activities / tasks
Just model use of a “good” course book
Promote ‘pseudocontent’ as authentic
Create
institutional leaders
designers and developers
EAP professionals
Foster
observation culture
institutional collaborative culture

11. Further lessons
Importance of getting the core concepts clear: ‘Academic’ does not translate easily into Chinese: the commonest Chinese word summons up images of ‘top experts… probably in white coats, in a laboratory.’
Centrality of the discipline, and the way disciplinary identity is formed and expressed through language (trainees had tended to assume that there was ‘an EAP’ – a single one)
Acknowledgement that Chinese teachers typically have very limited autonomy: institutional and cultural constraints are very strong (teachers are expected to behave ‘like teachers’). Sensitivity to this context is appreciated

12. References
Huang, F.T. (2007). Internationalisation of higher education in China: A focus on foreign degree- conferring programs. RIKE International Publication Series, 10,
The British Council. (2013). The shape of things to come. The evolution of transnational education: data, definitions, opportunities and impacts analysis. df. Accessed 8 June 2016.