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The CEM Model for embedding EAP content in a curriculum

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The CEM Model for embedding EAP content in a curriculum

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We use cookies on our website to give you the most relevant experience by remembering your preferences and repeat visits. By clicking “Accept”, you consent to the use of ALL the cookies.Cookie settingsACCEPT

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Link below to:Lea and Street(2006)

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Guidelines for institutional advertisers on Job page:
Our work is built on four core values:

Professionalism

Development

Collaboration

Inclusivity

Please respect these when advertising a job on our site.

Please also note the following:

We do not allow jobs to be advertised that require native speakers of English.

Some of our membership have previously expressed a strong opinion on zero hour contracts if advertised. BALEAP needs to balance not only the various individual members' needs and opinions but also our institutional members. We will continue to post these as we want to make every opportunity available to our membership. However, we would encourage you to consider the rationale for these contracts over other types.

We do not allow any bias against age, gender, race, or sexual orientation in posts advertised. If, in the case of age, this is linked to a visa requirement, please make this explicitly clear in the wording submitted to our jobs page.

Institutions that advertise must hold institutional membership to take advantage of the no advertising cost benefit. Please note, this does not extend to partner institutions. Whoever the employer will be, must be a member to advertise free of charge. (Non-members and partner institutional employers may still advertise but at a charge.)

Institutional and associate members of BALEAP:

You can advertise vacancies for jobs or other work on the BALEAP website as part of your membership. Please submit details of the vacancy via the "Advertise a job" blue button below.
Non-members of BALEAP:
Please note: While we endeavour to post most jobs within 1-3 working days, it may sometimes take up to 5 working days as BALEAP is run by volunteers.

Once the ad is posted and you require any amendments to it, please use the Contact Us form and choose 'Advertising jobs' as its subject.

DISCLAIMER: We check information as submitted in the job submission form and that links are correct. We cannot check information in pages or documents linked to this. It is the responsibility of the advertising institution to ensure the information is accurate and up to date as well as taking responsibility for any values expressed in those documents or linked web pages.

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Guidelines for institutional advertisers on Job page: Our work is built on four core values: Professionalism Development Collaboration Inclusivity Please respect these when advertising a job on our site. Please also note the following: We do not allow jobs to be advertised that require native speakers of English.

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Jobs | Job Search | Job Vacancies on jobs.ac.uk

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Start your UK & international job search for academic jobs, research jobs, science jobs and managerial jobs in leading universities and top global employers.

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&copy BALEAP 2022

Postal address: 68 Haining Road, Renfrew, Renfrewshire, SCOTLAND PA4 0AH; Registered address: Unit F1, Intec, Parc Menai, Bangor, Gwynedd, LL57 4FG

BALEAP is a limited company incorporated in England and Wales and a registered charity; company number 07330723 - charity number 1139147

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copy BALEAP 2022 Postal address: 68 Haining Road, Renfrew, Renfrewshire, SCOTLAND PA4 0AH; Registered address: Unit F1, Intec, Parc Menai, Bangor, Gwynedd, LL57 4FG BALEAP is a limited company incorporated in England and Wales and a registered charity; company number 07330723 - charity number 1139147

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Special Interest Pages and Groups

BALEAP launched an initial phase of development of Special Interest Groups (SIGs) at the 2018 AGM. The themes were chosen after consultation with the membership through a survey in 2016 and three Special Interest Pages (SIPs) have been created on the website (links open in new tab):

Following suggestions of additional areas of Special Interest from the membership, the second phase of the SIG scheme has been rolled out with eight SIGs proposed and convened by members being established early in 2020:

Academic Literacies

Academic readiness for Higher Education has been extensively researched and literacy demands have often been cited a major cause for poor academic performance. Supporting students to develop tertiary level academic literacy skills is therefore essential, with an increasing demand for embedding academic literacies within the curricula of different disciplines. While various practices have been adopted to support international students, domestic students who need academic literacy support due to their diverse cultural, linguistic or education backgrounds are not always identified and may, thus, not receive the assistance and support required.

The SIG aims to address and explore the topic of developing and supporting Academic Literacies in Higher Education, with special emphasis being placed upon academic literacies for domestic students.

Creative Disciplines

The BALEAP Creative Disciplines SIG aims to share knowledge, experience, expertise, research and resources based on the learning and teaching of creative disciplines at higher education institutions. Creative Disciplines is the fifth-biggest subject area in the UK higher education (HESA, 2019) and therefore worthy of pedagogic consideration. In the curriculum, there is often a language-based element alongside a creative element resulting in a multimodal synergy, which requires the students to continually engage in reflection and dialogue. In designing effective pedagogic approaches for the Creative Arts, our work places a strong emphasis on academic communication more broadly conceived, hoping to explore integrational approaches to language and communication. Our shared understanding of creative disciplines is broad and inclusive of, but not limited to, creative and cultural industries as conceptualised by O'Connor (2010) as 'core arts fields' such as visual arts and 'cultural industries' such as film, and 'creative industries and activities' such as design.

Developing, Teaching and Testing Academic Listeners

This SIG will explore and promote good practices in the development, teaching and testing of effective academic listeners in EAP. This will encompass building a shared understanding of a) what is required of a student in order to listen successfully in an academic context, b) what the implications are for the teaching and development of the listening abilities of EAP students on pre- and in-sessional courses and c) how academic listening can be tested in a principled and useful way.

Doctoral Education

As the number of international PGR students in UK HEIs continues to grow, an increasing number of EAP practitioners are working in the area of academic literacy of doctoral candidates, particularly the development of research writing skills. Whilst EAP expertise is to some extent transferable across different levels of study, working with doctoral students presents particular challenges, and the often relatively small number of colleagues working with doctoral students in any one institution limits local opportunities to seek support and share ideas.

The SIG will provide a forum for sharing practice and collaborating on PGR-focused EAP provision, as well as providing a means of networking to identify and pursue joint scholarship activities to enhance both this specialised area of EAP practice, and individual professional development.

Social Justice

This SIG provides a forum for EAP practitioners to discuss, deepen their understanding of, and address concerns related to, social justice within and around EAP, whilst also broadening and strengthening the evidence-base of the impact that social justice initiatives can make in this field. Through bringing this often-sidelined area into the spotlight and examining the knowledge, skills and values that a social justice lens can contribute to EAP, this SIG aims to encourage more EAP students, practitioners and managers to take action and play their part in fulfilling the vision of the university as the "critic and conscience of society" (Jones, Galvin & Woodhouse, 2000).

Teacher Education in EAP

The Teacher Education in EAP (TEd in EAP) SIG specialises in the area of teacher education for the EAP profession, specifically the education and professional development of EAP practitioners. This specialist area includes, but is not limited to, approaches to development in different EAP contexts, EAP practitioner education and credentials, an exploration of EAP practitioner knowledge base and implications for development and education, and the role scholarship plays.

The SIG is aimed at two constituent groups:

Those delivering, designing and supporting Continuing Professional Development (CPD)/teacher education for teachers of EAP.

Individual practitioners interested in developing their own practice, particularly where there is limited or no institutional support. In this way, we aim to facilitate teacher agency.

Technology Enhanced Learning

This SIG aims to enhance awareness of the use of learning technologies in the EAP classroom. Slaouti (2002, p.107) has claimed that the internet was at first perceived as something to be used with caution, ''a resource that is a mix of standards and near anarchy''. Since then, we have come a long way and technology is almost a prerequisite in every classroom. The main reason for that is that students are highly accustomed to using their laptops and smartphones all the time. Therefore, instead of perceiving those devices as distractors we can make them our allies in the teaching and learning process. This is the main aim of this SIG; to spread all these activities, methods, and web applications that will foster the integration of learning technologies in our context. Also, there is not a considerable amount of research on this topic and we believe that it is of paramount importance to get an insight into those applications and methods that work best for our students.

Testing, Assessment and Feedback

Assessment is an important area of EAP, with high stakes decisions needing to be made for thousands of students every year. Language units in UK universities often have small testing teams, so one reason for this SIG is to have a forum for these test developers to learn from each other, as well as creating a repository of useful resources. More widely, it would be beneficial to explore theory and research informed formative and summative assessment and feedback practices in EAP, and perhaps other fields within HE, in order to develop language assessment literacy and engagement with developing trends, and to inform further research and development.

Transnational Education

This SIG addresses the interests of EAP practitioners involved in EAP/ESAP provision in transnational education (TNE) settings. TNE is a large, complex, and growing area of EAP activity; however, it offers unique challenges as well as opportunities.

Colleagues involved in this sector operate within one or several of the many models of TNE delivery. They may feel isolated from a 'parent' institution or that they are being pulled in multiple directions - geographically, institutionally, pedagogically, and culturally. The aim of the SIG is therefore to provide a TNE-focused forum that reaches members around the world and encourages the sharing of ideas, expertise, and activities.

Working parties

Over the years, projects have emerged from the membership to address topical issues in EAP and have taken the form of working parties (see links below). New bids may come from individual institutions/members, but all projects must include collaborative work across BALEAP member institutions. The aims of the project must be of benefit to the membership as a whole, and a specific outcome, preferably in the form of a publication for dissemination, is expected. Anyone interested in establishing a new project should contact the Research and Publications Officer () in the first instance. Bids for new projects will be considered by the Executive Committee.

The Testing Working Party aims to provide a base for the spread of information and advice for the development of valid and reliable EAP language testing practices.

The Can Do Working Party developed the BALEAP Can Do Framework: Competency statements for international students (Master's level).

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BALEAP launched an initial phase of development of Special Interest Groups (SIGs) at the 2018 AGM.

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ALDinHE is committed to representing and supporting all those working in the field of Learning Development (LD) in the UK. We aim to cultivate a community of practice, promote discussion and ideas exchange, and further the professional development of our members by offering training opportunities and quality assurance.

AIMS
We aim to represent professionals employed in the field of Learning Development in Higher Education, primarily in the UK and Ireland, and those with an active interest in the field. ALDinHE promotes discussion about effective models for LD, cultivate a community of practice and act as a support network for the general professional development of staff involved with LD.

VALUES
We are guided by five values:

1. Working alongside students to make sense of and get the most out of HE learning

2. Making HE inclusive through emancipatory practice, partnership working and collaboration

3. Adopting and sharing effective Learning Development practice with (and external to) our own institutions

4. Critical self-reflection, on-going learning and a commitment to professional development

5. Commitment to a scholarly approach and research related to Learning Development.

All students should have the opportunity to fulfil their potential and find enjoyment in learning.

Learning development in higher education is the practice of working alongside students to enable them to achieve their goals and reach their potential by teaching, demystifying, and challenging academic practices and conventions.

Learning development professionals are scholarly, research-informed practitioners who teach, facilitate, and provide support and advocacy for students.

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Latest news from the ALDinHE blog

The recognition scheme is open for applications all year round. Join us on a writing retreat to progress your Certified Practitioner (CeP) and Certified Leading Practitioner (CeLP) award. The CeP and CeLP awards promote Learning Development as a profession in its own right. Successful applicants receive formal recognition of their specialist knowledge and practice. This demonstrates expertise to both current and prospective employers, and might also be useful when applying for HEA fellowship. Successful applicants are: Given a certificate in recognition of their Learning Development expertise.Added to a list of CePs on the ALDinHE website - publically recognising their expertise.Encouraged to add their ...

As a Learning Developer how do you influence University policy and practice? This #Take5 post is brought to you from Carina Buckley, Instructional Design Manager at Solent University, and Kate Coulson, Head of Learning and Teaching Enhancement (formerly Head of Learning Development), at the University of Northampton. Here they share their experiences of influencing strategy and the long-term visions at their institutions, or at least trying to! The blog post concludes with an invitation to join the emerging Leadership and management Community of Practice. Sound and vision: Introducing leadership "Influencing", "Visions" and "Strategy" - all seemingly ethereal concepts when you are fresh out of ...

The recognition scheme is open for applications all year round. Join us on a writing retreat to progress your Certified Practitioner (CeP) and Certified Leading Practitioner (CeLP) award. The CeP and CeLP awards promote Learning Development as a profession in its own right. Successful applicants receive formal recognition of their specialist knowledge and practice. This demonstrates expertise to both current and prospective employers, and might also be useful when applying for HEA fellowship. Successful applicants are: Given a certificate in recognition of their Learning Development expertise.Added to a list of CePs on the ALDinHE website - publically recognising their expertise.Encouraged to add their ...

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ALDinHE supports Learning Development professionals in the UK

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ALDinHE is committed to representing and supporting all those working in the field of Learning Development (LD) in the UK. We aim to cultivate a community of practice, promote discussion and ideas exchange, and further the professional development of our members by offering training opportunities and quality assurance.

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Journal of English for Academic Purposes

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Journal of English for Academic Purposes

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Journal of English for Academic Purposes | ScienceDirect.com by Elsevier

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Read the latest articles of Journal of English for Academic Purposes at ScienceDirect.com, Elsevier’s leading platform of peer-reviewed scholarly literature