Introductory description

This module aims to equip students with a critical understanding of the issues involved in teaching English for Academic and Professional Purposes. It builds on experience of language analysis gained during term 1 and enables students to conduct deeper investigations of academic and/or professional language domains which are of interest to them. It aims to develop students’ ability to put this knowledge to pedagogic use.

Module aims

Outline syllabus

This is an indicative module outline only to give an indication of the sort of topics that may be covered. Actual sessions held may differ.

The module will cover the following broad topic areas:

• Conceptualising and understanding academic disciplinary discourses
• Conceptualising and understanding professional discourse
• Contemporary approaches to analysing professional discourse
• Genre analysis and disciplinary discourses
• Lexical approaches to disciplinary discourses
• Researching variation in disciplinary discourses
• Academic literacies and the NS/NNS ‘divide’
• English as a lingua franca in academic and professional settings
• English as a medium of instruction in Higher Education – implications for language learning and teaching
• English for academic purposes policy and planning
• Course design in EAP/ EPP
• Classroom practice in EAP

These areas will be explored through a range of data types and scenarios relevant to the MA TESOL and will draw on students’ own experiences as teachers and language learners.

Learning outcomes

By the end of the module, students should be able to:

• Deepen their understanding of the nature of academic and professional language
• Conduct rigorous investigations of specific academic and professional language domains, using a range of approaches
• Critically evaluate the relationships between language teaching policy and learner experience in specific contexts
• Plan specific pedagogic interventions suitable to particular groups of language learners functioning or intending to function in particular contexts

Indicative reading list

Berkenkotter, C., Bhatia, V., & Gotti, M. (2012). Insights into academic genres. Bern [Switzerland]: Peter Lang.
Blue, G. (2010). Developing academic literacy. Oxford: Peter Lang.
Bruce, I. (2008). Academic writing and genre. London: Continuum.
Charles, M., Pecorari, D., & Hunston, S. (2009). Academic writing. London: Continuum.
Drew, P. and J. Heritage (1992). Talk at work. Interaction in institutional settings. Cambridge: CUP.
English, F. (2011). Student writing and genre. London: Continuum.
Holmes, J. and M. Stubbe (2003). Power and Politeness in the workplace. A sociolinguistic analysis of talk at work. Abingdon: Routledge.
Hyland, K. (2009). Academic discourse. London: Continuum.
Hyland, K. (2012). Disciplinary identities. Cambridge: Cambridge University Press.
Jenkins, J. (2013). English as a lingua franca in the international university; The politics of academic English language policy. Abingdon: Routledge.
Jordan, R.R. (2012). English for Academic Purposes: A Guide and Resource Book for Teachers, 13th printing. Cambridge: Cambridge University Press.
Kong, Kenneth (2014). Professional Discourse. Cambridge: CUP.
Lea, M. R. and B.V. Street. 1998. Student writing in higher education: an academic literacies approach. Studies in Higher Education 23/2: 157–72.
Murray, N. (2016). Standards of English in higher education. Cambridge: Cambridge University Press.
Nesi, H. & Gardner, S. (2012). Genres across the disciplines: Student writing in higher education. Cambridge: Cambridge University Press.
Schnurr, S (2013). Exploring Professional Communication. Language in Action. Abingdon: Routledge.

View reading list on Talis Aspire

Research element

Research is integral to this module via students’ use of quantitative and qualitative methods capable of supporting larger scale research projects and often found in published research in this area.

International

The module is conceptualised through longstanding research into the language needs of scholars and students working and studying in language and cultures which may be new to them.

Subject specific skills

• Build on and improve the language analysis skills learned in term 1
• Organise EAP provision according to sound theoretical and practical principles
• Apply language analysis skills to the selection of appropriate materials for language learners
• Evaluate the appropriacy of various language learning materials as input
• Develop pedagogic materials from authentic data suitable for learners intending to function, or already functioning, in particular contexts.

Transferable skills

• Participate creatively in seminar discussion
• Participate in group work in a self-directed manner
• Read and critically evaluate relevant research
• Extend independent data analysis skills
• Use previous research to inform own original decisions
• Find links with other areas of the course and with their professional work.
  Cognitive skills
• Analyse examples of communications in context from the perspective of academic and professional roles and purposes
• Analyse and critically appraise different approaches to EAP/ESP
• Improve critical thinking with reference to pedagogic situations
• Conceptualise suitable investigations for relevant professional and academic language domains