| Description |
1 online resource (243 p.) |
| Contents |
Intro -- Half Title -- Title Page -- Copyright Page -- Dedication -- Contents -- Acknowledgements -- How to use this book -- Introduction -- Introducing ISEAP -- What Characterises ISEAP? -- The Content of This Book -- References -- Section A: The In-sessional Within the EAP Context -- Chapter 1. The State and Status of ISEAP -- 1.1 'What Are You Trying to Do?' -- 1.1.1 Increasing Diversity -- 1.1.2 Non-U.K. Contexts -- 1.1.2.1 Post-Entry Courses in Australia -- 1.1.2.2 English as a Medium of Instruction (EMI) -- 1.2 'Who Are You Trying to Target It At?' -- 1.2.1 Student Needs |
|
1.2.2 ISEAP for All? -- 1.2.3 Academic Literacy or Skills Development? -- 1.2.4 Positioning of ISEAP -- 1.2.5 Cooperation and Collaboration -- 1.2.6 Integration -- 1.2.7 EGAP vs. ESAP Approaches -- 1.2.8 Types of ISEAP Courses -- 1.3 'For What Reasons?' -- 1.3.1 The Content of an ISEAP Course -- 1.3.2 Specificities -- 1.3.3 Accommodationist versus Critical Approaches -- 1.3.4 Beyond Academic Writing -- 1.3.5 Multimodalities -- Concluding Thoughts -- Chapter 1 Reflection -- References -- Chapter 2. Pedagogies and Teaching ISEAP -- 2.1 ISEAP's Pedagogical Complexity |
|
2.2 What Do We Mean By 'Underlying Pedagogy'? -- 2.3 Defining the Knowledge Base of EAP in In-sessional Contexts -- 2.4 The 'Pillars' of EAP and How They Relate to In-sessional Contexts -- 2.4.1 Genre Analysis -- 2.4.2 Corpus Linguistics -- 2.4.3 Systemic Functional Linguistics (SFL) -- 2.4.4 Academic Literacies -- 2.4.5 Legitimation Code Theory (LCT) -- 2.4.6 Critical EAP -- 2.5 Beyond the Pillars -- 2.5.1 ISEAP and Authenticity -- 2.5.2 ISEAP Modes of Delivery -- 2.5.3 ISEAP and Language Teaching -- 2.5.4 ISEAP and Wider Philosophies of Education -- Concluding Thoughts -- Chapter 2 Reflection |
|
3.3.3 Communication and Record Keeping -- 3.3.4 The Loneliness of the ISEAP Practitioner -- Concluding Thoughts -- Chapter 3 Reflection -- References -- Section B: In-sessional EAP: Its Role Within the Wider University -- Chapter 4. Changing Contexts in ISEAP -- 4.1 Neo-liberalism: A Pervading Influence -- 4.1.1 Funding ISEAP -- 4.1.2 Precarity and ISEAP -- 4.1.3 A Repositioning of ISEAP -- 4.1.4 Measuring the Effectiveness of ISEAP -- 4.2 Affordances of Technology -- 4.3 Decolonising the Curriculum -- Concluding Thoughts -- Chapter 4 Reflection -- References -- Chapter 5. The ISEAP Practitioner |
| Notes |
Description based upon print version of record |
| Bibliography |
References -- Chapter 3. Logistical Issues in ISEAP -- 3.1 Information Gathering and Needs Analysis -- 3.1.1 Target Situation Analysis -- 3.1.2 Present Situation Analysis -- 3.1.3 Voices from the Field -- 3.2 Implementation -- 3.2.1 The CEM (Contextualisation, Embedding, Mapping) Model -- 3.2.2 CEM in Practice -- 3.2.3 Critiques of the CEM Model -- 3.2.4 Approaches to Embedding -- 3.2.5 Getting Out or Staying In? -- 3.2.6 Enhancing Collaborative Relationships -- 3.2.7 Developing Collaboration -- 3.3 Course Delivery -- 3.3.1 Attrition -- 3.3.2 Encouraging Attendance |
| Notes |
5.1 Transitioning into ISEAP |
| Form |
Electronic book
|
| Author |
Chapman, Timothy
|
| ISBN |
9781000870695 |
|
1000870693 |
|
