5. Tackling transfer and transferability: ESP/EAP design for learning beyond templates
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Ann-Marie Eriksson
Abstract
The Bologna process and its explicit call for transfer and transferability turns the implementation of ESP and EAP into a matter of pedagogical design for students’ development of communication skills. One of the main challenges, then, is to tackle the way ESP/EAP assignments are operationalized and assessed so that students learn to communicate in relevant and useful ways. In response, this chapter offers three examples of writing-to-learn settings to suggest that reliance on templates and end-user application to obtain transferability can be counter-productive. The cases display integrated ESP/EAP modules combining genre awareness, writing strategies, and peer learning to help generate genuine ways of engaging with text. In addressing problems of transfer they propose possible ways for learning ‘beyond the template’.
Abstract
The Bologna process and its explicit call for transfer and transferability turns the implementation of ESP and EAP into a matter of pedagogical design for students’ development of communication skills. One of the main challenges, then, is to tackle the way ESP/EAP assignments are operationalized and assessed so that students learn to communicate in relevant and useful ways. In response, this chapter offers three examples of writing-to-learn settings to suggest that reliance on templates and end-user application to obtain transferability can be counter-productive. The cases display integrated ESP/EAP modules combining genre awareness, writing strategies, and peer learning to help generate genuine ways of engaging with text. In addressing problems of transfer they propose possible ways for learning ‘beyond the template’.
Chapters in this book
- Prelim pages i
- Table of contents v
- Introduction 1
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Part I. ESP/EAP in Western Europe post Bologna
- 1. The state of ESP teaching and learning in Western European higher education after Bologna 11
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Part II. Theoretical and educational approaches to the teaching/learning of ESP/EAP
- 2. Locating the ESP space in problem-based learning: English-medium degree programmes from a post-Bologna perspective 55
- 3. Aligning EAP writing pedagogies across European universities: A case study from France 75
- 4. Curriculum change as a result of the introduction of the masters program: Designing and implementing a European online thesis training course 97
- 5. Tackling transfer and transferability: ESP/EAP design for learning beyond templates 117
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Part III. Integrating content and language (national adaptations)
- 6. Content learning in business communication: A teaching experience within the new European framework 147
- 7. Business English and the Bologna Declaration in the Netherlands: Integrating business communication practice, content and research 165
- 8. Business is booming: Rethinking business presentations in response to the Bologna Reforms 181
- 9. Implementing the Bologna process in Italy: A distinctive approach to language learning in domain-specific contexts 199
- 10. Learning to learn in ESP: Fostering lifelong learning in European higher education under Bologna requirements 213
- 11. On the role of student research in the ESP classroom: A call for sustainable language skills 233
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Part IV. English as the medium of teaching and communication: Courses for staff
- 12. Tuning ESP/EAP for mobility, employability and expertise: A pedagogical process of change in focus, insight, and practice 247
- 13. Preparing for international masters degrees at Stockholm University and the Royal Institute of Technology in Stockholm 267
- Index 283
Chapters in this book
- Prelim pages i
- Table of contents v
- Introduction 1
-
Part I. ESP/EAP in Western Europe post Bologna
- 1. The state of ESP teaching and learning in Western European higher education after Bologna 11
-
Part II. Theoretical and educational approaches to the teaching/learning of ESP/EAP
- 2. Locating the ESP space in problem-based learning: English-medium degree programmes from a post-Bologna perspective 55
- 3. Aligning EAP writing pedagogies across European universities: A case study from France 75
- 4. Curriculum change as a result of the introduction of the masters program: Designing and implementing a European online thesis training course 97
- 5. Tackling transfer and transferability: ESP/EAP design for learning beyond templates 117
-
Part III. Integrating content and language (national adaptations)
- 6. Content learning in business communication: A teaching experience within the new European framework 147
- 7. Business English and the Bologna Declaration in the Netherlands: Integrating business communication practice, content and research 165
- 8. Business is booming: Rethinking business presentations in response to the Bologna Reforms 181
- 9. Implementing the Bologna process in Italy: A distinctive approach to language learning in domain-specific contexts 199
- 10. Learning to learn in ESP: Fostering lifelong learning in European higher education under Bologna requirements 213
- 11. On the role of student research in the ESP classroom: A call for sustainable language skills 233
-
Part IV. English as the medium of teaching and communication: Courses for staff
- 12. Tuning ESP/EAP for mobility, employability and expertise: A pedagogical process of change in focus, insight, and practice 247
- 13. Preparing for international masters degrees at Stockholm University and the Royal Institute of Technology in Stockholm 267
- Index 283
