This BALEAP-funded report examines how organisations delivering EAP were affected and responded in terms of academic delivery and operational procedures.
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.
‘Narratives of innovation and resilience: Supporting student learning experiences in challenging times’ provides accounts of innovative practice developed and delivered to support student learning in response to the challenging circumstances of 2020 as part of BALEAP Innovative Practice Funding.
Teacher Development: EAP CPD & Lesson ‘Observations’ / Planning in an Online World by Carole MacDiarmid of English for Academic Study, University of Glasgow is a resource addressing the needs for CPD and developmental observations on online pre-sessional courses.
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.
Steve Kirk (Durham University)
Session 1.1 Jo Kukuczka (University Northampton International College)
Session 2.1 Christina Healey
Session 3.1 Paul Breen (University of Westminster)
Session 4.1 Emma Lay (Arts University Bournemouth)
Session 5.1 Albert Wong (Hong Kong University)
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.
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.
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.