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hi

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Ian Bruce, BALEAP ResTes Paper, January 28

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Harwood Paper

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If on the 1st of July, every EAP teacher on a short-term/0 hours contract were absudcted by aliens, what would happen?

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From your experience as an Editor, what recommendations would you give us to publish our teaching practices; do you have references on how to talk about our practice in a more 'academic' way, a way that would be acceptable for publication?

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While agreeing with the WP ethos, is it possible implement critical EAP with students at lower levels of language? Any examples of success stories?

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How widely should it be disseminated? What about informal dissemination within an institution or a centre? And how can we raise our research & to scholarship profile within the HE sector?

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Don't EAP tutors need to know how learners learn as well as how teachers teach?

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Another approach to literacies, not from EAP

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What knowledge do we need to do EAP and do we need different knowledges at different stages?

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Why is there such a disconnect between EAP practice and institutional power structures? What can the EAP community to do empower itself in our institutional power structures more? and indeed national contexts (i.e. UK border practices)?

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Ian mentioned that 'BALEAP have been quite agnostic/neutral'. What role do you see for BALEAPat industry lobbying level? And at an individual level?

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Ian mentioned that 'BALEAP have been quite agnostic/neutral'. What role do you see for BALEAPat industry lobbying level? And at an individual level?

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'The vicarious experience'

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What would an article in pedagogical application look like? What scholarly/research methodology would inform this work

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What would an article in pedagogical application look like? What scholarly/research methodology would inform this work

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Is there a gap between what we do and how we represent ourselves in academic research? Who supervises us? What cognate disciplines complement EAP?

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Are we collaborating as discourse analysts rather than training learners.

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When EAP is really about constructing and deconstructing academic practices, is it possible to identify what EAP practitioners needs to know in terms of knowledge?

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To be an effective EAP practitioner, do we have to engage in scholarship? What is the baseline expectation for this?

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How does EAP tutor knowledge get passed on?

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Do teachers theorise.

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How might we theorise the
learning of this knowledge as opposed to the teaching of it?

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Is it at a content, linguistic, genre, or disciplinary level? How does that transfer into the classroom? At what stage do we encourage creativity? Should students achieve mastery before they can make creative choices?

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Does TEAP competence assume/include TESOL competence? (aka Where is the place for 'fun' in EAP?)

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How can EAP departments establish links with academic departments?

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In looking at teacher learning through the lens of discursive practices, I found Ian Hacking’s distinction between ‘ideas’ and ‘things’ a useful way to allow for social constructivist (various) perspectives alongside a critical realism (Bhaskar). This helped me to theorise in my own work how epistemology and ontology need not be conflated and for my research to accept that meaning is co-constructed while allowing for human agency in acting on things in the world. Teachers can, therefore, do things with words (Austin) and use language (discursive practices) to shape the world, learning, understanding, positionings (the latter drawing on Davies & Harre). I understand that such a view that brings together these two perspectives is often (and explicitly) challenged as inconsistent, that the two views are seen by some as mutually exclusive. This is why I am sharing it here in advance because I would like to explore others’ responses to this and whether a distinction such as that presented by Hacking helps us investigate how knowledge is generated/ constructed by practitioners whether they be researchers or otherwise. Steve P (CELFS, Bristol)

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Lost in the raging debate over the validity of social construction is the question of what, precisely, is being constructed. Facts, gender, quarks, reality? Is it a person? An object? An idea? A theory? Each entails a different notion of social construction, Ian Hacking reminds us. His book explores an array of examples to reveal the deep issues underlying contentious accounts of reality.

Especially troublesome in this dispute is the status of the natural sciences, and this is where Hacking finds some of his most telling cases, from the conflict between biological and social approaches to mental illness to vying accounts of current research in sedimentary geology. He looks at the issue of child abuse--very much a reality, though the idea of child abuse is a social product. He also cautiously examines the ways in which advanced research on new weapons influences not the content but the form of science. In conclusion, Hacking comments on the "culture wars" in anthropology, in particular a spat between leading ethnographers over Hawaii and Captain Cook. Written with generosity and gentle wit by one of our most distinguished philosophers of science, this wise book brings a much needed measure of clarity to current arguments about the nature of knowledge.

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Lost in the raging debate over the validity of social construction is the question of what, precisely, is being constructed. Facts, gender, quarks, reality? Is it a person? An object? An idea? A theory? Each entails a different notion of social construction, Ian Hacking reminds us.