A hands-on guide for practitioners, this book prepares instructors to teach in-sessional English for Academic Purposes (ISEAP) higher education courses. As university cohorts become more diverse, there is demand for in-sessional EAP courses not only to support international students, but also increasingly as a provision for all students. This informative resource explores the varying formats of ISEAP courses and how they are embedded within and alongside students’ degree programmes in the United Kingdom and beyond.
In accessible chapters, authors Neil Adam Tibbetts and Timothy Chapman present illuminating findings drawn from interviews conducted with experts in the field and highlight the challenges that students and practitioners face. Avoiding prescriptive recommendations, Tibbetts and Chapman address different models and contexts of ISEAP courses at the university level and offer guidance and tools for practice. Covering key topics such as pedagogies, logistical challenges, and the wider university context, this book not only provides a roadmap to the often ill-defined but essential domain of ISEAP but also provokes questions and ideas for further reflection, guiding the reader towards a deeper understanding of their role and development in context. Engaging and inviting, Tibbetts and Chapman’s helpful text is a necessary resource for teachers to design and lead successful ISEAP courses.
Author(s): Neil Adam Tibbetts, Timothy Chapman
Publisher: Routledge
Year: 2023
Language: English
Pages: 242
City: New York
Cover
Half Title
Title Page
Copyright Page
Dedication
Contents
Acknowledgements
How to use this book
Introduction
Introducing ISEAP
What Characterises ISEAP?
The Content of This Book
References
Section A: The In-sessional Within the EAP Context
Chapter 1. The State and Status of ISEAP
1.1 'What Are You Trying to Do?'
1.1.1 Increasing Diversity
1.1.2 Non-U.K. Contexts
1.1.2.1 Post-Entry Courses in Australia
1.1.2.2 English as a Medium of Instruction (EMI)
1.2 'Who Are You Trying to Target It At?'
1.2.1 Student Needs
1.2.2 ISEAP for All?
1.2.3 Academic Literacy or Skills Development?
1.2.4 Positioning of ISEAP
1.2.5 Cooperation and Collaboration
1.2.6 Integration
1.2.7 EGAP vs. ESAP Approaches
1.2.8 Types of ISEAP Courses
1.3 'For What Reasons?'
1.3.1 The Content of an ISEAP Course
1.3.2 Specificities
1.3.3 Accommodationist versus Critical Approaches
1.3.4 Beyond Academic Writing
1.3.5 Multimodalities
Concluding Thoughts
Chapter 1 Reflection
References
Chapter 2. Pedagogies and Teaching ISEAP
2.1 ISEAP's Pedagogical Complexity
2.2 What Do We Mean By 'Underlying Pedagogy'?
2.3 Defining the Knowledge Base of EAP in In-sessional Contexts
2.4 The 'Pillars' of EAP and How They Relate to In-sessional Contexts
2.4.1 Genre Analysis
2.4.2 Corpus Linguistics
2.4.3 Systemic Functional Linguistics (SFL)
2.4.4 Academic Literacies
2.4.5 Legitimation Code Theory (LCT)
2.4.6 Critical EAP
2.5 Beyond the Pillars
2.5.1 ISEAP and Authenticity
2.5.2 ISEAP Modes of Delivery
2.5.3 ISEAP and Language Teaching
2.5.4 ISEAP and Wider Philosophies of Education
Concluding Thoughts
Chapter 2 Reflection
References
Chapter 3. Logistical Issues in ISEAP
3.1 Information Gathering and Needs Analysis
3.1.1 Target Situation Analysis
3.1.2 Present Situation Analysis
3.1.3 Voices from the Field
3.2 Implementation
3.2.1 The CEM (Contextualisation, Embedding, Mapping) Model
3.2.2 CEM in Practice
3.2.3 Critiques of the CEM Model
3.2.4 Approaches to Embedding
3.2.5 Getting Out or Staying In?
3.2.6 Enhancing Collaborative Relationships
3.2.7 Developing Collaboration
3.3 Course Delivery
3.3.1 Attrition
3.3.2 Encouraging Attendance
3.3.3 Communication and Record Keeping
3.3.4 The Loneliness of the ISEAP Practitioner
Concluding Thoughts
Chapter 3 Reflection
References
Section B: In-sessional EAP: Its Role Within the Wider University
Chapter 4. Changing Contexts in ISEAP
4.1 Neo-liberalism: A Pervading Influence
4.1.1 Funding ISEAP
4.1.2 Precarity and ISEAP
4.1.3 A Repositioning of ISEAP
4.1.4 Measuring the Effectiveness of ISEAP
4.2 Affordances of Technology
4.3 Decolonising the Curriculum
Concluding Thoughts
Chapter 4 Reflection
References
Chapter 5. The ISEAP Practitioner
5.1 Transitioning into ISEAP
5.2 Teacher Expertise
5.3 The Status of ISEAP
5.4 Discipline-Specific Knowledge in ISEAP
5.5 Positioning of the ISEAP Practitioner
5.6 Roles and Attributes of the ISEAP Practitioner
5.7 Rewards and Challenges
Concluding Thoughts
Chapter 5 Reflection
References
Chapter 6. Beyond ISEAP
6.1 The Boundaries of ISEAP
6.2 The Spread of ISEAP
6.3 The Potential of ISEAP
6.3.1 Impact and Visibility in the Institution
6.3.2 Research Opportunities in ISEAP
Concluding Thoughts
Chapter 6 Reflection
References
Appendix: Standard Questions for Interviewees
Index
