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Knowledge in EAP

The following collection has resulted from a PIM held at the University of Northampton, 22nd June 2019. Participants discussed various themes around the topic of “Knowledge in EAP” in World Cafe style settings hosted by colleagues who then collected thoughts into papers below. The PIM host Susie Cowley-Haselden introduces the collection.

Introduction to PIM papers

Steve Kirk (Durham University)

What do we actually mean by ‘knowledge’? Some opening thoughts for today

Session 1.1 Jo Kukuczka (University Northampton International College)

Embracing knowledge: empowering EAP

Session 2.1 Christina Healey

The Three Ls Cafe (Learners, Language and Learning)

Session 3.1 Paul Breen (University of Westminster)

Where do broader theories of teacher knowledge fit into EAP practice?

Session 4.1 Emma Lay (Arts University Bournemouth)

The Knowledge base of EAP practitioners

Session 5.1 Albert Wong (Hong Kong University)

Dialogue in the EAP classroom: practitioners’ and learners’ collaborative knowledge-building

In-sessional English for Academic Purposes

This collection of papers on In-sessional teaching of EAP is drawn from a Professional Issues Meeting (PIM) held at London School of Economics on 19 March 2016  and is edited by Sarah Brewer, Alison Standring and Gemma Stansfield with an Introduction by Ursula Wingate.

In-sessional English for Academic Purposes

TEAP Competency Framework

The Competency Framework for Teachers of English for Academic Purposes is a result of the TEAP Working party and was published in 2008. It is the foundation of the BALEAP TEAP Fellowship Scheme for individual accreditation.

EAP Teacher Competency Framework

Snapshots of EAP Research Journeys

This is a collection of short reflections by a wide variety of EAP practitioners on “doing research” in a wide variety of ways. EAP practitioners considering research projects of any scale, from classroom action research to a full-blown PhD, will find this collection of “snapshots” an inspiring resource.

Snapshots of EAP Research Journeys

BALEAP Testing guidelines

The purpose of the BALEAP Guidelines on English Language Tests for University Entry is to give stakeholders a richer description of English language tests in a format that facilitates comparison between them. Our aim is to assist staff responsible for reviewing and selecting the tests used by their institutions and setting the related scores/grades. It also aims to assist in the day to day interpretations of scores on the qualifications concerned.

BALEAP Guidelines on English Language Tests for University Entry

BALEAP Can Do Framework

BALEAP has carried out research into the competencies required by students studying in UK universities at Master’s level. The results of this research are available as the BALEAP Can Do Framework.

Can Do Framework with sample activities

More information on the project