Teaching presentation skills through popular science: an opportunity for a collaborative and transversal approach to ESP teaching
-
Aude Hansel
and
Natassia Schutz
Abstract
Collaboration is essential for all English for Specific Purposes practitioners, whether they are a part of a Faculty or a Language Centre. Conducting needs analyses to determine students’ specific English requirements necessitates interaction with subject specialists within their institution. The present report presents an innovative pedagogical approach to teaching academic presentation skills, where the ESP teachers collaborate not only with subject specialists but also with members of the science communication department and audiovisual services. It’s Not Rocket Science® is a popular science competition designed for first-year students to develop their presentation skills, as they are expected to deliver scientific presentations by the end of their bachelor’s degree. In this context, students are tasked with creating a short video explaining a concept in their field of study to senior secondary school students. The objective of the project is to ease the transition from general English to academic English, while also easing the transition from secondary to higher education.
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Articles in the same Issue
- Frontmatter
- Introduction
- Integration, collaboration, friendship as core messages for younger generations
- Research Articles
- Research practice and culture in European universities’ Language Centres. Results of a survey in CercleS member institutions
- Language practices in the work communities of Finnish Language Centres
- Fostering transparency: a critical introduction of generative AI in students’ assignments
- Expert versus novice academic writing: a Multi-Dimensional analysis of professional and learner texts in different disciplines
- Raising language awareness to foster self-efficacy in pre-professional writers of English as a Foreign Language: a case study of Czech students of Electrical Engineering and Informatics
- Does an autonomising scheme contribute to changing university students’ representations of language learning?
- Investigating the relationship between self-regulated learning and language proficiency among EFL students in Vietnam
- Students’ perspectives on Facebook and Instagram ELT opportunities: a comparative study
- Designing a scenario-based learning framework for a university-level Arabic language course
- Washback effects of the Portuguese CAPLE exams from Chinese university students and teachers’ perspectives: a mixed-methods study
- Students’ perception of the impact of (meta)linguistic knowledge on learning German
- Language policy in Higher Education of Georgia
- Activity Reports
- Intercomprehension and collaborative learning to interact in a plurilingual academic environment
- Teaching presentation skills through popular science: an opportunity for a collaborative and transversal approach to ESP teaching
- Japanese kana alphabet retention through handwritten reflection cards
- Decolonising the curriculum in Japanese language education in the UK and Europe
