1=not confident at all−5 =very confident a. Writing papers
b. Using correct citation format
c. Writing short answer questions in an exam
d. Writing reflective blogs as part of an online assignment e. Responding to the blog postings of others
f. Emailing the professor/TA g. Reading articles and papers h. Summarizing articles and papers
i. Listening to lectures
j. Following instructions on assignments k. Giving class presentations
l. Participating in class discussions
10.What advice would you give to a new EAP student about how to learn the most from the EAP courses?
Curriculum planning in our context
Infusing Principles and Pedagogical Priorities
In the last stage of the review process for getting to grips with the envi- ronment for the new EAP curriculum, it is critical to consider the envi- ronment in which the curriculum will be delivered for the final phase of its implementation: the classroom. The learning from this aspect of the curriculum review process has the potential to have far-reaching impacts on curriculum format and content and how this new curriculum may be optimally introduced to teachers.
This section analyzes the importance of understanding the current teaching environment for the EAP program in order to understand any potential challenges and pitfalls awaiting the implementation of a new curriculum. Moreover, the section concludes with a consideration of EAP/ESL specific principles and pedagogical priorities which are integral to the development of a contemporary EAP curriculum, including com- municative language teaching and task-based language teaching. In addi- tion to offering specific and detailed descriptions of what these approaches have to offer an EAP program, the chapter will offer concrete recom- mendations for actions to incorporate these approaches into curriculum documents.
Current Teaching Environment
Goal for environmental scan: Understanding the current pedagogical principles and practices of the instructional team.
Goal for environmental scan: Understanding what other pedagogical principles and practices our teaching team could develop and integrate in the future.
In order to develop and implement a successful EAP curriculum, it is imperative to understand the pedagogical environment into which a program intends to plunge such a document. To what extent are instruc- tors employing communicative language teaching approaches? Are their approaches refined to include task-based language teaching principles? Is there an emphasis on content-based instruction, or are teachers entirely focused on skills? This understanding can be built through data gathering methods, such as classroom observations, teaching surveys, and participa- tion in group exam-marking sessions; these can all act as a window on the understanding of the pedagogical beliefs and practices of the team.
Some suggested questions for collecting data about the teaching prin- ciples employed in the classrooms of a program:
Classroom Observation checklist (sample):
• What skills are emphasized during classroom instruction?
– Reading – Writing – Speaking – Listening
• Which approaches to language instruction are observable?
– Integrated skills approach – Task-based approach – Active learning approach – Student-centred approach
• To what extent are the curriculum general learning outcomes observable in classroom instruction?
• Are students made aware of curriculum content/objectives?
• To what extent is technology integrated in a meaningful way to sup- port language learning?
• Which of the following are demonstrated in classroom instruction?
– Intercultural communication skills – Academic socialization skills – Local community engagement – Social acculturation
• Do teachers demonstrate a clear, shared understanding of what suc- cessful completion of a particular language course looks like? (For example, regarding accuracy .v. fluency, relative proficiency in lan- guage accuracy .v. critical thinking skills)
• Does teacher feedback to students reflect curriculum learning out- comes?
• Do classroom activities clearly connect to specific learning outcomes in the curriculum plan?
• Are formative assessment tasks making appropriate use of perfor- mance conditions as described in the curriculum?
• Are formative assessment tools making appropriate use of perfor- mance indicators as described in the curriculum?
• Are any classroom learning activities or assessments observable which are not currently described in the curriculum plan but could be inte- grated into the revised plan?
Understanding the Underlying Principles Which Make up a Teaching Philosophy
In a professional development model developed by Toronto District Catholic School Board (2012), teachers were presented with an inven- tory of questions designed to help them understand the teaching philos- ophy they may have subconsciously developed over the years. Such a set of questions could easily be adapted (as shown below) to elicit the under- lying teaching principles guiding the practice of the teachers in an EAP program.
Articulating a teaching philosophy (Adapted from Moving Professional Learning to Classroom Practice, An Instructor Handbook. Kaskens, Light, Peters. TCDSB, p. 79)
1.Being an ESL instructor
• Why did you become an ESL teacher?
• What does the wordteachermean to you?
• How would you explain the most important part of your job to a friend?
• What are the personal qualities of a good teacher?
• What is the most rewarding part of teaching?
2.Beliefs about language teaching
• How do you see your role in the classroom?
• How would you define effective teaching in the EAP class- room?
• What teaching methods do you try to implement in your class- room?
• How do you determine if language learning has taken place among your learners?
• What is your approach to classroom management?
• What do learners in your class believe about your teaching?
• What place do authentic materials have in your ESL instruc- tion?
• What do you think the role of task-based learning is in your ESL instruction?
3.Beliefs about language learning
• What do you think are the best ways to learn a language?
• What do your learners believe about language learning?
• What kinds of learning strategies do you encourage in your learners?
4.Experiences as a learner
• How have your experiences as a language learner influenced your ESL teaching?
• How did the approach of your instructor(s) contribute to or limit your language learning?
5.Beliefs about our EAP program
• How would you characterize our successes as an EAP program?
• To what extent is/can your teaching (be) based on the needs of each individual class of learners from semester to semester?
6.Ask yourself:
• What are my assumptions and beliefs about teaching and learn- ing a language?
• Do my beliefs about language learning coincide with what the literature tells us about language learning?
• Do my beliefs correspond to those of my employer, colleagues or funder?
• To what extent do I apply these beliefs in my daily teaching?
Curriculum planning in our context
III. Observing exam marking sessions to understand what our teach-