Transcript Raising cultural awareness in the EAP curriculum

Raising cultural awareness in
the EAP curriculum
Course Design for Japanese
study year abroad students
Content
• Needs Analysis
• Implications for Course Design
• The Volunteering Project – types, benefits
& testimonials
• Models for Volunteering within EAP
1. Needs of Japanese learners &
implications for course design
• Adjustment to Early Shocks
• Instructional Differences
• Host community integration
1.1. Adjustment to Early Shocks
• Shocks include:
• Early Course Design
to include:
- Language
- Habits/Conventions
- Loss of Social
Networks
- Pre-departure & Onarrival Orientations to
bridge expectations
(Toyokawa & Toyokawa,
2002)
- Social/Survival
English (Jordan,
2004)
1.2. Instructional Differences
• Learners faced with:
- A learner-centred
curriculum
- More choices
- Confusion over
expectations (Errey,
2004)
• Course designers to
encourage:
- Teaching/Discussions on
socio-cultural issues
(Griffiths, 2001)
- Personal Tutorial &
Counselling system
(Errey, 2004; Toyokawa &
Toyokawa, 2002; Hayes
& Lin, 1994)
1.3. Host Community Integration
• Students wish to:
- Explore a new culture
- Make friends, new
social networks, etc
(Toyokawa & Toyokawa,
2002)
• Course Designers to
organise:
- Extra-curricula
Activities (but nature
of interaction critical)
- Volunteering
opportunities
2. Volunteering
• Types
• Benefits
• Testimonials
2.1 Volunteering - Types
• Primary School Visits – culture
presentations & language teaching
• Organic Garden centre – potting,
assistance generally
• Coffee Shop for the Blind – preparing
food, serving customers, etc
• TLC Housing Services –
Outreach/Support Worker
2.2. Volunteering - Benefits
•
•
•
•
Language
Acculturation
Employability
Academic Skills
2.3.1. Volunteering – Student
Feedback (Language)
“I know Japanese word – but I don’t know specific word. I
do not know word in English. If I listen this word, I can’t
understand, so normally I ask again and again. I don’t
know this kind of word – propagation. He (the
supervisor) explained to me… it’s kind of gardening
word. After that, I checked this word so now I
understand. If I continue to work in this place, I can
continue to understand new words which are useful for
my study.”
(Japanese student: English Plus Foundation 2005-06;
volunteering at Organic Garden Centre, Wolverhampton;
will progress to MSc Environmental Science 2006-07)
2.3.2. Volunteering – Student
Feedback (Language)
“We can learn our skills and can communicate with
other people. So far study EPPA course and no
foreign (British) people, so we want to choose
this opportunity to practise our speaking.”
(Taiwanese student: English Plus Foundation
2005-06; volunteering at Coffee Shop for the
Blind, Wolverhampton; will progress to MSc
Health Science 2006-07)
2.3.3. Volunteering – Student
Feedback (Culture/Employability)
“I don’t have opportunity to contact with British and local
people. If I do volunteering, I want to do in the field of the
environment because next semester I will proceed to
Masters in Environment, so I want to make a connection
about environment organisation before I take Masters
course. If possibilities in the future, I want to work in the
UK – but it’s very difficult so I want to have a chance to
contact with them. English course is useful but I want to
get opportunity to enhance my experience.”
(Japanese student: English Plus Foundation 2005-06;
volunteering at Organic Garden Centre, Wolverhampton;
will progress to MSc Environmental Science 2006-07)
2.3.4. Volunteering – Student
Feedback (Employability)
“After TLC (Training & Learning Centre), now I can be a
coordinator in any organisation in relation to housing. I
did learn some things – how to manage communication
with people, how to treat them, how to refer them to
some relevant places if you can’t help them yourself,
how to use your personal initiative. I know something
now about housing associations, rent, tenancy
agreements, problems with landlord, flat rights, repairs
by landlord… all these things are in relation to housing.”
(Kurdistan student: English Plus Foundation 2004-05;
volunteering at TLC Housing Services, Wolverhampton
2003-05; now studying MA Voluntary & Public Sector
2005-6)
3. Models of Volunteering within
EAP
• Pre-Sessional
• In-Sessional (module)
3.1 Pre-Sessional
•
-
Timetable consists of 8 weeks of:
Communication & Culture (10 hrs/week): Social/Functional language;
Cultural content (eg British Education System)
EAP (10 hrs/week): Academic Writing; Academic Reading; Research Skills;
Grammar.
Volunteering Project (Primary School Project) – weeks 7 & 8, integrating
both parts of the syllabus.
•
-
Additional Tutorial Support to discuss:
Personal matters
Counselling of Future academic programme
•
-
Social & Cultural Enrichment offering:
Excursions/evening events
Visits to local schools
Guided Tours of University Schools (eg Business, Art & Design, etc), with
Q&A Sessions and possible module observations.
Volunteering (Primary School)
Project
•
-
Involves:
Research on School prior to visit
Design of Questionnaire
Seminars to introduce topic/share ideas
Collation & Analysis of Data from visit
Planning, Drafting & Re-drafting of Report
Use of Academic Conventions (referencing, paragraphing,
supporting evidence, data analysis, introductions & conclusions, etc)
• Assessed through:
- Written report
- Formal Presentation summarising Research & Findings
3.2 In-Sessional (module)
• English Plus Preparatory Award (EPPA), Advanced Level (one
semester)
• Total 4 modules:
- 2 core modules:
Academic Reading & Writing
Study Skills;
-
2 electives from:
Academic Listening & Speaking
Academic Grammar & Vocabulary
Subject-specific
Volunteering in the Community
• English Requirement: IELTS 5.5 or equivalent
Volunteering in the Community
(module)
• Students are expected to:
- Complete a pro forma detailing nature of work
- Comment on personal learning aims and
objectives
- Submit a final report detailing work carried out,
experience gained, organisational information
- Include a cv detailing experience, a poster with
summary of the work and copies of
correspondence (as part of final report)
Volunteering in the Community
(module)
• Teaching and Learning methods:
- Initial briefing/support from tutor
- Series of workshops for exchange of
ideas, guidance on assignments, etc
Final Thoughts
“Volunteering is fantastic as it helps you to learn more
about this culture. You cannot expect to earn money
right away, but by volunteering you can prove to people
that you can work. I am doing something close to my
study – Social policy. Volunteering is very useful for
international students. You need this for your reference,
for your future.”
(Kurdistan student: English Plus Foundation 2004-05;
volunteering at TLC Housing Services, Wolverhampton
2003-05; now studying MA Voluntary & Public Sector
2005-6)