Tony Prince is Programme Manager for Presessional and Insessional courses at the University of East Anglia. He is responsible for the development of Content Integrated Presessional courses dealing with Law, Science, Business, Economics and Computing, among others. He has lead the design and implementation of courses targeted at the needs of specific University departments, including Development studies, MBA and Environmental Sciences.
Topic: Insessional EAP: Engagement, Attendance and Practical value
This talk will deal with the provision of subject specific EAP, and the production of relevant materials. While drawing on relevant research, it is based in the practical experience of developing an Insessional provision at the University of East Anglia from a generic programme, to one serving the specific needs of departments across the University, including Law, Economics, Business, Development studies, Environmental Science, Biology, Computing, Politics and Sociology.
The main areas covered will include:
- developing student awareness and understanding of task response;
- doing text analysis for the perspective of marking criteria;
- designing suitably scaffold, yet seriously challenging materials;
- drawing attention to the work being done, and support for that which needs doing.
Video recording of the plenary session
You can watch the full recording of Tony Prince’s talk on British Council Russia’s YouTube channel by clicking the link below:
Watch Tony speaking about an inspiring recipe of a successful EAP course translated into an effective EAP class.
Watch the interview by clicking this link below:
Tony Prince answered the questions that were posted in our groups VK, FB and Twitter, using hashtag #emf4.
Irina Kostyukovich: Is understanding of “why we are doing this” really important for an effective EAP class for both students and teachers?
I think that understanding why we are doing this is the most significant factor determining how effective we are as teachers, and how effective students are in learning. For teachers, I believe that it’s a matter of recognising the importance and value of the work that they are doing: once we fully understand how what we are doing has an impact on the students we can feel the value of what we are doing. This also allows us to better and more easily explain the importance of this to students, to convince them more effectively of why they need to do this.
Irina Ozolina: Can creating mind maps by students be a task-response activity?
The effectiveness of mind maps seems to depend greatly on the way in which students learn. Personally, I am a very visual learner. Even when I’m making notes on what to buy for shopping I often write mind maps of items rather than lists. But some people prefer to present, or to be presented with information in a much more stripped down format.
I think that the main benefit of mind maps is that they allow you to indicate the relationships between ideas, and sections containing those ideas. If you, or your students can do this in a different way then so be it.
Ekaterina Shadrova: Would you agree that 'we all learn by making our own mistakes’?
I believe that we only learn by making mistakes. It’s very difficult to know what we don’t know, or what we need to know before we fail at something. There are many people willing to tell us many different things, and to give us information in many different areas. But because there are so many people, giving so much advice, we often listen to little of it, and believe less. We rarely ignore our mistakes.
You can download Tony’s presentation “Insessional EAP: Engagement, Attendance and Practical value” below