Catering for the Demands

of a Brave New World

Managing the Transition of Teachers between
General English Language Teaching and the
Teaching of English for Academic Purposes

Douglas Bell
Associate Professor
Head of Centre for English Language Education (CELE)
Director of Preliminary Year Programmes
University of Nottingham Ningbo China
 5 main aims:
 To define what EAP is and its position in the wider ELT
hierarchy.
 To highlight some of the ways in which EAP may be
thought of as being distinct from General English (EFL).
 To consider some of the challenges that teachers new to
the EAP environment typically face, and how their
approaches to teaching may therefore need to be adapted.
 To outline key competencies of effective EAP teachers.
 To put forward some proposals for how the transitional
difficulties between teaching EFL and teaching EAP might
most effectively be managed (with specific reference to the
University of Nottingham Ningbo China).
What is EAP?
‘EAP is concerned with those communication skills in English
which are required for study purposes in formal education
systems.’
(Jordan 1997, quoting ETIC 1975)

‘… the teaching of English with the specific aim of helping

learners to study, conduct research or teach in that
language…’
(Flowerdew & Peacock, 2001)
What is EAP?
‘EAP refers to language research and instruction that focuses
on the specific communicative needs and practices of
particular groups in academic contexts. It means grounding
instruction in an understanding of the cognitive, social and
linguistic demands of specific academic disciplines.’
(Hyland & Hamp-Lyons, 2002)

‘... EAP is the language of academic discourse and focuses

specifically on the vocabulary, grammar and discourse features
found in academic communication, both spoken and written.’
(Alexander, Argent & Spencer, 2008)
 English For General English For Specific Academic
Academic Purposes (EGAP) Purposes (ESAP)

English For Academic English For Occupational

Purposes (EAP) Purposes (EOP)

General English English For Specific

(GE) Purposes (ESP)

English as a English as a English as a

Mother Tongue Foreign Language Second Language
(EMT) (EFL) (ESL)

English Language Teaching (ELT)

What makes teaching EAP different?

Absolute Characteristics:
(Strevens, 1988)

 It is designed to meet specific needs of the learner.

 It is related in its content to particular disciplines,

occupations and activities.

 It is centred on appropriate language in terms of

lexis, syntax and discourse.
What makes teaching EAP different?

Variable Characteristics:
(Strevens, 1988)

 It may be restricted in terms of the skills that are

taught e.g. reading only.

 It may not follow any specified teaching

methodology.
What makes teaching EAP different?
Further Defining Features:
(Flowerdew & Peacock, 2001)

 It is concerned with authentic texts.

 It takes a communicative, task-based approach.
 It often involves custom-made materials.
 It is aimed at adult learners.
 It consists of purposeful courses.
What makes teaching EAP different?
Further Defining Features:
(Watson Todd, 2003)

 It puts the emphasis on inductive learning.

 It typically applies process syllabi e.g. project based
learning.
 It promotes the development of learner autonomy.
 It utilizes and exploits new technology.
 It requires inter-disciplinary collaboration and may
even result in team-teaching.
What makes teaching EAP different?
Further Defining Features:
(Krzanowski, 2001; Sharpling, 2002; Bell, 2005; Alexander, 2012)

 It often uses materials informed by corpus-enhanced

genre studies and critical pedagogy.
 It requires knowledge of specialist academic
discourses.
 It requires institutional awareness.
 It is an extremely ‘high stakes’ endeavour in terms of
the available time.
What challenges do teachers new to the
EAP environment typically face?
 The ‘fun’ activities that served them well in the General
English classroom (games, songs, drama etc) are now
much less likely to be needed.
 The teaching itself is likely to be more tightly linked to
the achievement of specific outcomes, some of which
may be skills rather than just language-based.
 When language is taught, it is more likely to be
embedded within particular contexts; there will probably
not, for example, be such an explicit or staged focus on
the teaching of grammar or pronunciation.
What challenges do teachers new to the
EAP environment typically face?
 In some cases, students may have more knowledge of
their subject area than the teacher. As a consequence,
teachers may need to work more in partnership with
students or as facilitators, rather than in their traditional
role as the main source of information.

 The actual content of the teaching material may be

completely alien to teachers and therefore require a
significant amount of extra lesson preparation/reading
time.
What do teachers need to adapt when moving
from EFL to EAP?

‘a... critical step in designing the EAP

curriculum is accepting that the
methodologies and approaches valid in
any other area of ESL are not necessarily
the most appropriate for EAP.’
(Flowerdew & Peacock, 2001, p177)
What do teachers need to adapt when moving
from EFL to EAP?
Effective EAP practitioners can particularly demonstrate:
 A greater awareness of student needs.
 A greater awareness of and sensitivity to timing.
 More classroom accountability in terms of what is done,
how it is done and why it is done.
 A deeper understanding of their teaching material.
 The ability to foster critical thinking in their students.
 A greater focus on developing learner autonomy.
 The development of their students’ skills as well as their
language.
Key Competencies of Effective EAP Teachers

BALEAP Competency Framework:

(Alexander, Bell, Cardew, King, Pallant, Scott, Thomas & Ward Goodbody, 2008)

‘An EAP teacher will be able to facilitate students’

acquisition of the language, skills and strategies
required for studying in a further or higher education
context and to support students’ understanding of
approaches to interpreting and responding to the
requirements of academic tasks and their related
processes.’
BALEAP Competency Framework
4 main dimensions; 11 discrete areas for focus:
 Academic Practice.
i) Academic contexts ii) Disciplinary differences iii) Academic
discourse iv) Personal learning, development and autonomy.
 EAP Students.
v) Student needs vi) Student critical thinking vii) Student
autonomy.
 Curriculum Development.
viii) Syllabus and programme development ix) Text processing
and text production.
 Programme Implementation.
x) Teaching practices xi) Assessment practices.
How can the transition from EFL to EAP be
most effectively managed?
Individuals:
 Need to acknowledge that being effective in EAP contexts
will not always be the same as being effective in EFL.

 Need to recognize the gaps in their own knowledge and

skill-set (the BALEAP Competency Framework can be very
useful in this regard) and take appropriate action e.g.
carry out action research, further reading/training/study).

 Need to avail themselves of every opportunity for further

Continuing Professional Development.
How can the transition from EFL to EAP be
most effectively managed?
Institutions:

 Need to establish guidelines for what is expected of their

teachers and ensure that these are properly
disseminated.

 Need to put in place classroom observation procedures

and processes that are relevant to the EAP context.

 Need to create opportunities for the Continuing

Professional Development of their staff.
 Ensuring High Quality EAP at the University
of Nottingham Ningbo China

EAP Classroom Observation

• 2 specific areas for focus:

(i) EAP Lesson Preparation & Planning

(ii) EAP Lesson Delivery
• A 3-stage process:
 Pre-Observation Meeting (30-45 minutes)
 Lesson Observation (2 hours)
 Post-Observation Meeting (30-45 minutes)

• Running commentaries to provide detailed lesson snapshots.

• Tutor performance objectively evaluated against set criteria.
 Ensuring High Quality EAP at the University
of Nottingham Ningbo China
EAP Lesson Preparation & Planning
4 different categories for critical evaluation; 9 specific dimensions:
1. SUBMISSION OF LESSON PLAN
(i) The tutor submits his/her lesson plan to the observing line manager in
accordance with the specified guidelines.

2. CLARITY AND APPROPRIATENESS OF LESSON AIMS

(ii) The lesson aims focus on the development of both academic language
and academic skills.

(iii) The lesson aims are realistic and achievable in the time allowed.

(iv) The lesson aims fit well with the syllabus as a whole i.e. they link up with
previous/future lessons and other EAP modules.
 Ensuring High Quality EAP at the University
of Nottingham Ningbo China
EAP Lesson Preparation & Planning cont…
3. CLARITY AND APPROPRIATENESS OF CHOSEN TEACHING
MATERIAL/PLANNED ACTIVITY
(v) The material/planned activity has a clear academic focus i.e. even if a
given material or activity is not particularly academic in itself, the intention
must be to use it in such a way, that it leads to one or more academic
learning outcomes.

(vi) The material/planned activity meets the needs of the students i.e. it is
appropriate for their level in terms of language and subject matter.

(vii) The material/planned activity is appropriate for the development of

both academic language and academic skills.

(viii) The material/planned activity is sufficient for the time allowed.

 Ensuring High Quality EAP at the University
of Nottingham Ningbo China
EAP Lesson Preparation & Planning cont…
3. CLARITY AND APPROPRIATENESS OF CHOSEN TEACHING
MATERIAL/PLANNED ACTIVITY
(v) The material/planned activity has a clear academic focus i.e. even if a
given material or activity is not particularly academic in itself, the intention
must be to use it in such a way, that it leads to one or more academic
learning outcomes.

(vi) The material/planned activity meets the needs of the students i.e. it is
appropriate for their level in terms of language and subject matter.

(vii) The material/planned activity is appropriate for the development of

both academic language and academic skills.

(viii) The material/planned activity is sufficient for the time allowed.

 Ensuring High Quality EAP at the University
of Nottingham Ningbo China

EAP Lesson Preparation & Planning cont…

4. RANGE, TYPES OF INTERACTION, STAGING AND LOGICAL

SEQUENCING OF PLANNED ACTIVITIES

(ix) There is a range of planned activities, demonstrating a mix of

interaction patterns, appropriate staging and logical
sequencing.
 Ensuring High Quality EAP at the University
of Nottingham Ningbo China

EAP Lesson Delivery

14 specific dimensions for critical evaluation:

(i) The tutor makes the aims and desired learning outcomes of the lesson
explicit to the students.

(ii) The tutor shows a good understanding of his/her lesson material.

(iii) The tutor is able to manage his/her classroom and keep the students
engaged and on task.

(iv) The tutor is able to strike a successful and sensible balance between
tutor-centred activity and student-centred activity.

(v) The tutor provides students with opportunities for the development of
both language and skills.
 Ensuring High Quality EAP at the University
of Nottingham Ningbo China
EAP Lesson Delivery cont…
(vi) The tutor is sensitive to the specific needs of the students, deals
with queries appropriately and offers timely help to those that need it.

(vii) The tutor promotes learner autonomy, encouraging students to reflect

on and take responsibility for their own learning.

(viii) The tutor uses the lesson time effectively and efficiently.

(ix) The tutor is able to maximize opportunities for student learning.

(x) The tutor is able to pace activities accordingly, making adjustments as

and when needed.
 Ensuring High Quality EAP at the University
of Nottingham Ningbo China

EAP Lesson Delivery cont…

(xi) The tutor provides opportunities for the development of critical
thinking skills.

(xii) The tutor encourages students to self-evaluate their achievement of

the stated learning outcomes.

(xiii) The tutor provides students with guidance on appropriate

homework/self-study/follow up activities.

(xiv) By the end of the lesson, the tutor has adequately achieved his/her
stated lesson aims.
 Sample Running Commentary

Time Observed Activity Interaction Observer Comments/Questions

 Patterns

9am T greets class. Shows lesson
objectives on the OHP-
talks through them.
9:05 T asks SS to take out their
hmwk from the previous
class- quickly check
responses with a partner. T
then goes through the
answers on the OHP.
9:10 T asks SS to open their
textbooks at p53. Says they
will be looking at key
phrases for giving opinions.
T-SS Good to show the aims and
objectives in writing as well
as giving them to SS orally-
it helps to make things more
T-SS explicit.
S-S Do they actually need to
T-SS ? check hmwk answers with a
partner? What is your
rationale for doing this?
T-SS How about contextualising
? this a bit more first? Why is
SS this language important for
them? How does it help?
 Sample Post Observation Feedback
Lesson Preparation & Planning
Your lesson plan was comprehensive and submitted well in advance of the scheduled observation
which shows good forward planning. The aims and objectives of the lesson were clearly stated and
there was ample evidence that you had thought very carefully about possible issues in advance and
then devised contingency plans for how you might deal with these.

Lesson Delivery
Generally smooth and well-executed. You kept to your timings well and it was nice to see you
checking at the end of the lesson what the students themselves felt they had learned. There was also
a good mix of interaction patterns and you kept the pace of the lesson nice and snappy. The students
seemed to enjoy the class and were willing to volunteer responses- all in all, this was a good class.

Observer’s Summary (particular strengths/weaknesses; areas for improvement)

You clearly have a very good rapport with your students and are able to strike a sensible balance
between teacher-centred activities and letting the students get on with things by themselves. Be
careful with your instructions, as you have a tendency to say everything twice or even three times,
albeit by reformulating your original words- however, for a second language learner, this is potentially
very confusing. You could also get the students thinking more about how the language and skills that
we’re teaching them now will help them next year when they get into their academic departments.

Final Overall Rating

 Meets the required standard Does not meet the required standard
 In Summary….
 Teaching in EAP contexts is not the same as teaching in
EFL; teachers need to recognize this from the outset and
quickly identify the areas in which they need to adapt
their approach.

 Teachers new to teaching EAP are likely to find

themselves on quite a steep learning curve; this is normal
and teachers shouldn’t feel dispirited.

 Institutions need to put in place mechanisms that will

help teachers working in the EAP environment adapt to
and cope with their new challenges.
Any Questions?
 Further Reading
Alexander, O., Argent, S. and Spencer, J. (2008) EAP Essentials. A teacher’s guide to
principles and practice. Reading: Garnet Publishing Ltd.
Alexander, O. (2012). Exploring teacher beliefs in teaching EAP at low proficiency levels.
Journal of English for Academic Purposes 11, pp99-111
Alexander, O., Bell, D.E., Gillett, A. and Tomlinson, B. (2006). The Question is Academic.
ELT Gazette, January Issue. p12.
BALEAP. (2008). Competency Framework for Teachers of English for Academic Purposes.
Retrieved 26.05.12 from http://www.baleap.org.uk/teap/teap-competency-
framework.pdf
Bell, D.E. (2007). Moving Teachers from the General to the Academic: Challenges and
Issues in Teacher Training for EAP. In T. Lynch & J. Northcott (Eds). Symposia for Language
Teacher Educators: Educating Legal English Specialists & Teacher Education in Teaching
English for Academic Purposes. Proceedings of IALS Teacher Education Symposia, 2004
and 2006. Edinburgh: Edinburgh University.
Bell, D.E. (2005). Storming the Ivory Tower. ELT Gazette, June Issue. p7.
Dudley-Evans, T. and St. John, M.J. (1998) Developments in English for Specific Purposes.
A multi-disciplinary approach. Cambridge: Cambridge University Press.
Flowerdew, J. and Peacock, M. (2001). Research Perspectives on English for Academic
Purposes. Cambridge: Cambridge University Press.
Hutchinson, T. and Waters, A. (1987) English for Specific Purposes. A learning-centred
approach. Cambridge: Cambridge University Press.
Hyland, K. and Hamp-Lyons, L. (2002) ‘EAP: Issues and directions’ In Journal of English for
Academic Purposes 1, pp1-12.
Jordan, R. R. (2002) ‘The growth of EAP in Britain’ In Journal of English for Academic
Purposes 1, pp69-78.
Jordan, R. R. (1997) English for Academic Purposes. A guide and resource book for
teachers. Cambridge: Cambridge University Press.
Krzanowski, M. (2001). S/he holds the Trinity/UCLES Diploma: Are they ready to teach
EAP? Retrieved 26.05.12 from
http://www.baleap.org.uk/pims/pimreports/2001/bath/krzanowski.htm
Sharpling, G. (2002). Learning to Teach English for Academic Purposes: Some current
training and development issues. ELTED 6, pp82-94
Strevens, P. (1988). ESP after 20 years: A reappraisal. In ESP: State of the Art, M. Tickoo
(Ed.) pp1-13. Singapore: SEAMEO Regional Language Centre.
Watson Todd, R. (2003). EAP or TEAP? Journal of English for Academic Purposes 2, pp147-
156.