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Hits 261 – 280 of 183.539
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Teachers' Perceptions of Cultural Contents in English Language Textbooks Used in Multicultural Classrooms at a Thai Primary School
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In: ASEAS - Austrian Journal of South-East Asian Studies ; 14 ; 2 ; 227-241 ; Multicultural Lingual and Multicultural Education (2022)
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| 262 |
The importance of the English language in public diplomacy and international relations
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In: Journal of Liberty and International Affairs ; 8 ; 1 ; 322-339 (2022)
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| 263 |
It's a Two-way Street: Informing Irish Pre-sessional EAP Programs with a Needs Analysis of Irish Higher Education
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Abstract:
APPROVED ; Increased student mobility has led to an increase of international students studying at Irish universities. The predictor of English LX students academic success primarily relies on standardized tests, however, the use of these tests and associated preparation courses as preparation tools for higher education is questioned. In response, pre-sessional English for Academic Purposes (EAP) programs have been created to serve as alternative entry and preparation tools. Still, these programs are under-researched, and their development not always linked with research and theory. Further, there is a lack of Irish-based research which focuses on international students and EAP. Therefore, this research aims to investigate how pre-sessional EAP programs can be better designed to meet the needs of international students through a comprehensive needs-analysis of Irish third level education. This was done through a mixed-methods analysis of questionnaire responses from 124 international students and interviews with 14 faculty and 41 international students in Ireland. Theoretically, this study is informed by Academic Literacies, with the supporting theories of Global Englishes and translanguaging. Students within this study primarily spoke negatively about their experiences studying in Ireland. Findings revealed that international students face linguistic, cultural, social, emotional, structural (institutional), and socio-economic challenges during their degree. These elements are intertwined, and no sphere can be ignored when looking to support students. Further, both students and faculty felt that there is a wide range of variation in academia. This included differences in institutions, disciplines, modules, assessment, expectations, and lecturing styles. They also felt that Global Englishes and translanguaging were found throughout academia. This variation, and the wide range of challenges and needs add to the complexity of supporting students during their studies. Both English L1 and English LX students must navigate expectations, course requirements, and new cultures. However, faculty also navigate these aspects, namely through external authority which imposes policies, expectations, and requirements. Therefore, a holistic approach needs to be taken in Ireland to internationalization in general and to pre-sessional EAP programs in particular. Opening such EAP programs to all students regardless of their L1, along with offering the program for free or through means-testing, would make these programs inclusive and accessible to all who would benefit from such a program. Further, institution-specific and discipline-specific programs would allow students to gain familiarity with their institution and degree of choice. Overall, an Academic Literacies approach to both the curriculum and assessment is suggested. Integrating translanguaging and Global Englishes into the program is also essential to better reflect the realities of language use in academia and better support students. Additionally, it is suggested that a robust social program be developed along with pre-sessional EAP programs. Social programs can include housing for the summer on the university campus or with host families, excursions and trips, holistic workshops, work-placement or community service, and a mentoring program. As Irish universities are still in the baby stages of holistic internationalization, it was therefore also suggested that governmental and institutional changes be made to better support international students. By drawing out implications for pre-sessional EAP programs, institutions, and the government, the present study emphasizes that the onus to adapt, internationalize, and succeed in their new environments should not be solely on the student, but rather the responsibility shared amongst all players.
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Keyword:
English for academic purposes; higher education; international students; needs analysis; pre-sessional
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URL: https://tcdlocalportal.tcd.ie/pls/EnterApex/f?p=800:71:0::::P71_USERNAME:GARSKAJ
http://hdl.handle.net/2262/98460
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| 264 |
Affect Expression: Global and Local Control of Voice Source Parameters ; Speech Prosody
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| 266 |
Teachers’ narratives of resistance to Madrid's bilingual programme: an exploratory study in secondary education
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| 267 |
"El inglés me hizo sentirme orgulloso de mí mismo" : La evolución de las identidades imaginadas de los estudiantes de Grado de Educación Primaria en inglés
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| 268 |
Big Data analytics to assess personality based on voice analysis
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| 270 |
The Invisibility Aspect in Language Acquisition Among Native American ELLs
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In: Thinking Matters Symposium (2022)
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| 271 |
Evaluation of Metacognitive and Self-Regulatory Programmes for Learning, Pedagogy and Policy in Tertiary EFL Contexts
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| 272 |
Supporting the Oral Language Development of Young Dual Language Learners: Perspectives of EL Teachers in NH
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In: Honors Theses and Capstones (2022)
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| 273 |
Parenting of 1.5 generation Chinese Americans’ parents: A case study
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In: Journal of Global Education and Research (2022)
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| 274 |
How do L2 student moderators facilitate a peer-led discussion forum?
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| 275 |
Acoustic features of dysphonic speech vs normal speech in New Zealand English speakers
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| 276 |
Managing data for integrated speech corpus analysis in SPeech Across Dialects of English (SPADE)
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| 278 |
Towards the new construct of academic English in the digital age
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| 279 |
Validation of a large-scale task-based test: functional progression in dialogic speaking performance ; Task-based language teaching and assessment: Contemporary reflections from across the world
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| 280 |
Eye-tracking L2 students taking online multiple-choice reading tests: benefits and challenges
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