The Main Building of the University of Glasgow pictured in front of the South West of Glasgow

1st online biennial BALEAP Conference BALEAP Glasgow 2021 

Running in the week commencing 5th April, with an opening on Tuesday the 6th April to Saturday the 10th

Exploring Pedagogical Approaches in English for Academic Purposes (EAP)

Why EAP pedagogy?     

                                         

Teaching EAP necessitates a consideration not only of what we teach but also of the different processes that students engage in and how we facilitate learning.

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The Conference

Registering for the Conference

Registration is now open. You can register HERE

CONFERENCE FEE

BALEAP member rate: £30

Non-member rate: £35

Plenaries

Professor Steve Walsh,

Newcastle University

Dr Ursula Wingate, 

Kings College London

Associate Professor Maha Bali,

American University in Cairo
Steve Walsh   Dr Ursula Wingrate Maha Bali 
Bio: Bio:Bio:  

He is interested in all aspects of classroom discourse, especially the relationship between 'talk' and learning. In addition to describing the interaction which takes place in a range of contexts, he is interested in developing interactional awareness among both teachers and learners. 

Ursula Wingate is Reader in Language in Educationand works in the School of Education, Communication and Society at King’s College London.

Ursula’s research interests are in theoretical and pedagogical models underpinning academic literacy instruction, English language policies and practices, and language teaching methodology. In recent projects, she has developed various genre-based approaches to teaching academic literacy in higher education, drawing on corpora of student texts for the creation of instructional resources in different disciplines.

In her publications, she promotes an inclusive and curriculum-integrated model of academic literacy instruction, which is based on the collaboration of literacy experts with academics in the disciplines. Her most recent publications are concerned with genre-based approaches to academic literacy instruction, teaching styles in academic writing tutorials and process use by novice writers.

Maha Bali is Associate Professor of Practice at the Center for Learning and Teaching at the American University in Cairo. She has a PhD in Education from the University of Sheffield, UK. 

She is co-founder of virtuallyconnecting.org (a grassroots movement that challenges academic gatekeeping at conferences) and co-facilitator of Equity Unbound (an equity-focused, open, connected intercultural learning curriculum, which has also branched into academic community activities Continuity with Care and Socially Just Academia).

She writes and speaks frequently about social justice, critical pedagogy, and open and online education. She blogs regularly at  http://blog.mahabali.me and tweets @bali_maha.   
Title of Talk

Title of Talk

Title of Talk
Evidence based reflective practice and teacher development 

Reintroducing the process approach into EAP teaching 

Creating Equitable, Caring Communities Online 
Steve Walsh  thumbnail 

Abstract 

Abstract 

Abstract 

 

This talk offers a social view of learning and professional development, taking the position that learning is a dialogic process in which meanings are mediated by language. Dialogue allows meanings to be co-constructed, new understandings to emerge and professional learning to develop. Dialogic reflection (Mann and Walsh 2017) considers the ways in which practitioners make sense of their professional worlds, develop new understandings and improve their professional practice. A key element of a dialogic, mediated approach to reflection is the way in which tools and artefacts can act as a catalyst (e.g. metaphors, critical incidents, video) and help promote more systematic and focused professional dialogue.

This talk will focus particularly on the use data and evidence in reflection, arguing that finer grained, ‘up-close’ understandings of classroom practice can be best achieved through the use of recordings, transcripts, ‘snapshot’ lesson extracts and so on, supported by dialogue with a colleague or critical friend. Talking to and collaborating with others are often key elements of any reflective process, allowing new understandings to emerge, current practices to be questioned and alternatives to be explored. The very act of ‘talking through’ a recent experience, such as a segment of teaching, facilitates reflection and may ultimately result in changes to practice.

In order to understand how dialogic reflection ‘gets done’, a micro-analytic approach to data is adopted, following the principles and theoretical underpinnings of conversation analysis (CA). Using this approach, we are interested in the ways in which interactants achieve intersubjectivity (or shared understanding) to promote ‘deep’ rather than ‘surface’ understandings of pedagogy and professional practice

 

 

The process approach to teaching writing, based on Flower and Hayes’s (1981) cognitive process theory, aims to help students to engage with the basic processes of planning, formulating and reviewing effectively and recursively. The approach, popular in the 1980s, was soon criticised for neglecting social aspects of writing and subsequently gave way to skills- and genre-based instructional models that are now prevalent in EAP.

In this paper, I will argue for bringing the process approach back into the EAP classroom, as student needs are not comprehensively addressed by skills- and genre-oriented teaching. My argument is based on my recent research into novice students’ writing at university. The study included a questionnaire eliciting students’ conceptions and use of the processes of planning and reviewing, and a multi-method investigation of thirteen students completing their first assignment.

The main research methods were the screen recording of all computer-based activities undertaken by the participants, as well as regular interviews during the period of assignment writing. The findings revealed that some students arrive at university unprepared for the extensive planning that is needed for academic writing, lack strategies in source use, and are unable to use the process of reviewing purposefully to build a coherent argument. On the basis of these findings, I will propose various ways in which EAP can implement a renewed focus on writing processes, and recommend screen recordings as an innovative teaching tool for demonstrating effective process use in academic writing.

Flower, L. and Hayes, J. (1981) A cognitive process theory of writing. College Composition and Communication, 32, 365 -387.

In this plenary, we will discuss the intersections of equity and care when creating community online, and the importance of centering the socioemotional needs of learners during crises. We will explore the differences between Equity and equality, and multidimensional views of social justice. We will also problematize care as desirable and discuss when care promotes student growth and is empowering versus when it can potentially be harmful. Specific strategies for creating community online will be discussed, such as how to center care and equity when:

  • Students introduce themselves to each other and to us

  • We write our syllabi and invite students to engage with it

  • We invite student feedback on our courses

  • In our ongoing synchronous and asynchronous interactions

  • In how we set the tone for our courses in various ways

 

We will also discuss the importance of safety considerations and adaptations for different contexts and types of learners.

 Find out more about Steve HERE

 

 

Find out more about Ursula HERE 

Find out more about Maha HERE

Click here for the Full Programme

Key Strands

Background to the Conference Theme

English for Academic study at the University of Glasgow is delighted to welcome you to the BALEAP 2021 Conference. The conference will run from the week beginning 5th April 2021, with an opening on Tuesday  the 6th April to Saturday the 10th.

Building on the 2019 Leeds conference theme (the practitioner), we aim to provide a forum to explore pedagogies for teaching EAP in different contexts, at different levels, face to face and online, and for EAP teacher development.

Some of the questions we are hoping to explore include:

  • What does teaching EAP involve and how do we research it?
  • What does it mean to teach EAP in different contexts?
  • Have we got a shared understanding of this, if indeed this is possible?
  • Does EAP have a signature pedagogy?
  • How do we support teachers in their development?
  • How do we enhance and assure quality in EAP teaching?
  • How do our pedagogies inform and respond to current issues in higher education, such as the increasing attention on teaching, transnational education and massification and use of technologies?

The conference will feature a range of events including those for the new BALEAP SIGs, distinguished international plenary speakers, panel discussions and symposia, individual paper and poster presentations, workshops, lightning talks, BALEAP’s signature Pecha Kucha session and other informal networking events.

We hope you can join us!

Teaching Approaches in Varied Contexts

We aim to represent a wide spectrum of EAP teaching activity and welcome submissions relating to diverse theoretical perspectives that inform practice (Genre informed, EGAP, ESAP, Academic Literacies, Critical EAP and others). We are looking for inspiration and innovation as well as examples of tried-and-tested good practice. Abstracts featuring teaching approaches or interventions that are clearly research informed and have been evaluated for effectiveness are particularly welcome.
We are also interested in proposals that will show how approaches to assessment and feedback reflect approaches to teaching and facilitating learning, and enhance student outcomes.
We are cognizant of the many and varied contexts in which EAP instruction is being delivered. We are also keen to exploit the advantages of the online conference format to reach as wide an audience as possible, ensuring diverse and inclusive representation. We also welcome submissions showcasing teaching practices from a wide range of geographical and institutional settings and employing a range of modalities (online, blended, face-to-face).

Teacher Development

We are interested in proposals that show how approaches to EAP teacher development and education reflect the needs of practitioners working in different contexts. We are particularly interested in proposals discussing approaches that enhance engagement and understanding of the range of factors involved in teaching EAP and, ultimately, practice. Submissions might include, but are not limited to, approaches for teachers at different stages their careers, of different lengths and types of CPD and teacher induction.

Quality Assurance And Quality Enhancement in TEAP

Quality assurance (QA) and quality enhancement (QE) codes set expectations and aim to facilitate the best possible learning and teaching experiences. Proposals might include those showcasing innovative approaches to enhancing and assuring quality in EAP teaching, for example in student and staff involvement and partnerships, and approaches that align teaching and learning needs to QE mechanisms.

Researching Pedagogies in EAP

Educational research and scholarship have the potential to provide a rich evidence base for EAP practice and to spur innovation.
We aim to showcase a range of scholarly work applying and employing different methodologies for scholarship that have clearly led to improved understandings and more effective practice.

Informing and Responding to Trends in Higher Education

The diverse contexts that EAP practitioners and researchers work in along with the changing priorities of HE present opportunities and challenges. We welcome proposals showing how pedagogies are both proactive and responsive to current issues in higher education. These themes include, but are not limited to, the increased prominence of teaching, enhancing the student experience, massification, marketization, transnational education, accountability, use of technologies and sustainability.

SPONSORS

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Social Events & Networking

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Call for Proposals (how to submit, submission & review guidelines)

Call for Proposals: BALEAP Conference 2021

  • Hosted online by the University of Glasgow, Scotland, UK
  • Week beginning April 5th 2021

 

The deadline for submission was 30 November 2020.

 

(Click the links below to download the required documents).

Call for Papers BALEAP Conference 2021 (PDF)

Template for proposal submission  (Word)

A simple guide to abstracts  (Word)

 

EXPLORING PEDAGOGICAL APPROACHES IN EAP TEACHING

BALEAP invites you to join its 2021 biennial conference, which will be hosted by the University of Glasgow over the week beginning April 5th, 2021. For the 2021 conference, we have decided to go online. International scholars and practitioners are invited to join us to share insights experiences and research into pedagogical approaches in EAP teaching. The conference week will feature distinguished international plenary speakers, Special Interest Group (SIG) events, individual papers, workshops and panels, symposia, poster presentations, short lightning talks and a Pecha Kucha session. These will be offered in a range of formats including live online and pre-recorded talks and papers followed by synchronous and asynchronous discussions. We aim also to build in online social and networking events and opportunities to engage with key publishers.


WHY ONLINE?

The global COVID-19 pandemic of 2020 has presented us with a range of challenges, not least how to reach colleagues and students remotely, along with issues relating to sustainability and accessibility. The ongoing nature of the pandemic means a continued level of uncertainty relating to physical distancing and large-scale events. As we have all been developing a much-extended repertoire of online skills, taking the conference online offers up an opportunity also to truly engage with the BALEAP strapline ‘the global forum for EAP practitioners.’ We hope that you will join us in this endeavour.

TIMELINE

  • Early November to 30thNovember 2020: Proposal submissions accepted
  • January 2021 Registration opens
  • End of January 2021: Participation confirmation due for all accepted proposals
  • W/b 5th April 2021: Conference

CONFERENCE THEME

Teaching EAP necessitates a consideration not only of what we teach but also of the different processes that students engage in and how we facilitate learning through research-informed and research-led teaching. Building on the 2019 Leeds focus on the practitioner, the BALEAP 2021 conference provides a forum to explore pedagogies employed in teaching EAP in different contexts, at different levels of study, face to face and online, and pedagogies for EAP teacher development. We believe a focus on pedagogy will help serve the aims of BALEAP in enhancing teaching and ‘supporting professional development’ (BALEAP webpages 2018).
We invite proposals from all involved in EAP and, as we run the first fully online biennial BALEAP conference, we would be particularly pleased to receive papers from international members of the community and practitioners who might otherwise be unable to attend.

LINKING THEORY AND PRACTICE

We are interested in proposals that showcase research-informed pedagogies in practice and examples of research of pedagogies in a range of EAP settings.

The key strands are:

1. TEACHING APPROACHES IN VARIED CONTEXTS

We aim to represent a wide spectrum of EAP teaching activity and welcome submissions relating to diverse theoretical perspectives that inform practice (Genre informed, EGAP, ESAP, Academic Literacies, Critical EAP and others). We are looking for inspiration and innovation as well as examples of tried-and-tested good practice. Abstracts featuring teaching approaches or interventions that are clearly research informed and have been evaluated for effectiveness are particularly welcome.

We are also interested in proposals that will show how approaches to assessment and feedback reflect approaches to teaching and facilitating learning, and enhance student outcomes.

We are cognizant of the many and varied contexts in which EAP instruction is being delivered. We are also keen to exploit the advantages of the online conference format to reach as wide an audience as possible, ensuring diverse and inclusive representation. We also welcome submissions showcasing teaching practices from a wide range of geographical and institutional settings and employing a range of modalities (online, blended, face-to-face).

2. TEACHER DEVELOPMENT

We are interested in proposals that show how approaches to EAP teacher development and education reflect the needs of practitioners working in different contexts. We are particularly interested in proposals discussing approaches that enhance engagement and understanding of the range of factors involved in teaching EAP and, ultimately, practice. Submissions might include, but are not limited to, approaches for teachers at different stages their careers, of different lengths and types of CPD and teacher induction.

3. QUALITY ASSURANCE AND QUALITY ENHANCEMENT IN TEAP

Quality assurance (QA) and quality enhancement (QE) codes set expectations and aim to facilitate the best possible learning and teaching experiences. Proposals might include those showcasing innovative approaches to enhancing and assuring quality in EAP teaching, for example in student and staff involvement and partnerships, and approaches that align teaching and learning needs to QE mechanisms.

4. RESEARCHING PEDAGOGIES IN EAP

Educational research and scholarship have the potential to provide a rich evidence base for EAP practice and to spur innovation.We aim to showcase a range of scholarly work applying and employing different methodologies for scholarship that have clearly led to improved understandings and more effective practice.

5. INFORMING AND RESPONDING TO TRENDS IN HIGHER EDUCATION

The diverse contexts that EAP practitioners and researchers work in along with the changing priorities of HE present opportunities and challenges. We welcome proposals showing how pedagogies are both proactive and responsive to current issues in higher education. These themes include, but are not limited to, the increased prominence of teaching, enhancing the student experience, massification, marketization, transnational education, accountability, use of technologies and sustainability.

Further information on presentation formats, guidelines for submissions, criteria for selection and the timeline for submission and review will be provided in the coming week.

BALEAP21 is hosted by the University of Glasgow. 

Make contact, follow conference preparations and announcements via:

PRESENTATION FORMATS

Please note, lengths of papers and workshops have been amended to cater to an online format.
You are invited to submit a proposal for one or more of the following formats:

  • Paper
  • Workshop
  • Short Lightning Talks
  • Symposium
  • Poster
  • Pecha Kucha
  • Special Interest Group activities.
  • Information on the range of formats is provided below.

*Papers:

We invite submissions for papers on the conference theme, focusing on one or more of the key conference strands. The goal of these papers is to share knowledge and to encourage critical dialogue among conference participants. Papers will last 20 minutes with 10 minutes for questions. Priority will be given to completed research/scholarship projects (i.e. work grounded in theory, including empirical and evaluated studies).
Paper proposals should be submitted by the first author in the case of co-authored papers. The abstract part of the proposal should be between 300-400 words, providing an outline of the significance of the area and of the talk.

*Lightning talks

Short talks to allow and encourage practitioners to share e.g. an intervention, innovation, example of practice, demonstration, or aspect of scholarship they have used. This provides a step up from a poster for those newer to conferences or for smaller-scale projects and may provide participants with ‘take home’ ideas for their classroom or EAP centre.

Lightning talks format: between 5 to 8 minutes maximum.

We aim to group talks into block of three; where *pre-recorded, these will be made available in advance. There will be specific ‘follow-up’ question and answer sessions in the programme.

The abstract part of the proposal should be between 200-300 words, outlining the key points to be covered.

Workshops:

Workshops provide a hands-on, practical and interactive experience, focussing on one of the key conference strands. Workshops should be used to demonstrate and/or explore effective applications of pedagogies in EAP or provide hands on experience of research/scholarship tools and methods. Workshops will last 60 minutes. Leaders are encouraged to share pre-workshops materials or tasks for participants to view in advance, where appropriate.

Please specify the number of participants you can accommodate (we anticipate running workshops via Zoom, with breakout rooms; we would suggest around 20-30 to allow for some interaction with rooms).

Workshop proposals should be submitted by the first author. The abstract part of the proposal should be between 400 and 800 words and should include an outline of the workshop, intended learning outcomes and how participants will be engaged.

N.B. A limited number of workshop slots are available.

*Symposium:

A symposium will allow for discussion of a key area based around three to four connected short talks. We invite proposals for symposia focusing on one or more of the key strands with the conference theme. A symposium must coherently address a key strand of the conference by proposing multiple perspectives and papers featuring a minimum of 3 speakers. The conference theme and key strand(s) can be addressed from research, theoretical and/or practice perspectives. Each symposium will be allocated one hour, at least 20 minutes of which will be allocated to questions and dialogue with the audience.

Presentation sections of the symposium may be pre-recorded for viewing during the week.

Symposium proposals should be submitted by the symposium organiser and should feature three to four presenters. The abstract part of the proposal text should be between 500 and 1000 words, describing the symposium as a whole. It may also include descriptions of individual contributions and titles within the panel.

Posters:

Posters lend themselves to research and scholarship that can be effectively presented visually. Posters should present preliminary or completed work, or consideration of pedagogies in the field of EAP in general.

Posters will be available to view on the conference webpages with poster presentation slots hosted in Second Life to allow for extended discussion, and so at least one of the presenters should be available (in cases of joint submission).

The abstract part of the proposal should be between 200-300 words and include an outline of the topic and focus.

Pecha Kucha:

The Pecha Kucha presentations offer a rapid-fire informal opportunity to present on an area of interest relating to teaching and learning in EAP. Fitting in with the conference theme, a Pecha Kucha presentation takes a more light-hearted look at the field of teaching and learning/pedagogies in EAP. Pecha Kucha is a 6 minute and 40 second presentation of 20 slides shown for 20 seconds each.

The abstract part of the proposal, between 200-300 words will outline the key points to be made.

SIG themed events/slots

The newly formed SIG groups are invited to present proposals for activities. These should take no more than half a day or around three hours. At least some SIG events are likely to run concurrently.

Please feel free to contact the conference steering group to discuss ideas.

The abstract part of the proposal should be between 500-1000 words, providing an outline of the aims of the event and key components.

*Pre-recorded/pre-prepared submissions are likely to be requested.

PROPOSAL SUBMISSION AND REVIEW PROCESS

Proposals will be accepted from mid-September. Further details will be provided on our webpages.

The deadline for submissions is provisionally the 2nd November 2020. Each proposal will be reviewed by at least 2 reviewers, from different institutions. The proposals will be rated as Accept, Accept with minor revisions or Reject. Where minor revisions are required, applicants will have the opportunity to revise and resubmit. The reviewers’ decision will be final. Proposals including research should indicate adherence to local ethics practices. We aim to send notices of acceptance in November. Confirmation of acceptance will be due in December.

CRITERIA FOR SELECTION
The following criteria will form the basis for abstract selection and so may be useful for you when you are putting together your proposal:
Interest: the work is sufficiently accessible and interesting to a wide, international audience

Relevance: the proposal aligns with the conference theme and sub-themes

  • Research-informed and research-led pedagogies: the links to underling principles and theories are explained and justified
  • Research design for empirical research/scholarship: the research questions, context and participants, procedures for gathering and analysing data are explained and justified 

Outcomes and Insights: 

  • A description of how the work contributes to the understanding or practice of EAP is provided
  • For empirical work, evidence and/or findings are reported

Coherence & Insights for symposia: 

  • Appropriacy /significance of theme
  • Presentation of original and/or contrasting perspectives
  • Planned opportunities for audience discussion

Audience Engagement (as appropriate for workshops and symposia)

  • Planned opportunities for active audience engagement in the session are described
  • Opportunities for audience participation in the discussion are included
  • Effective pedagogical practices are demonstrated and explained

For group submissions, the first author is considered the presenting author and is expected to register for the conference. All presenting should register.

PROPOSAL FORMAT: GUIDELINES FOR SUBMISSION
You will be asked to submit the following:

1. Title (15 words)

2. Abstract for publication (word counts dependent on type of proposal)

The abstract will be published on the conference website. It should address the conference theme, describing the proposal’s topic and indicating the literature, methods, evidence and conclusions, or the literature and current EAP conversations it engages with. Please note the length of abstract required is dependent on the presentation format as noted above.

3. Additional Information section

The additional information section should explain the rationale and significance of the proposal and its relevance to the conference themes, state the intended learning outcomes for participants and outcomes and include plans for participants’ engagement in the session, particularly important for workshops. This is for review purposes only and should be no more than 300 words in length. Please note, the requirements for the additional details section change dependent on the submission type. Please see details above.

4. References

A list of the major references (up to 10 major/indicative references, for review purposes only).Please anonymise the proposal text to the greatest possible extent to allow blind review (e.g., omit names of institutions; omit self-references to work that would identify you). 

The author submitting the proposal will also be asked to provide co-author information including email addresses and affiliations where relevant. Please ensure you the permission of the co-authors to share this information.

CONTACT
BALEAP21 is hosted by the University of Glasgow.
Make contact, follow conference preparations and announcements via:

Conference Cost: There will be a small fee for conference attendance, with differentiated rates for BALEAP members/non-members. Details to follow.

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