Written by our Ordinary Members - Fiona Price and Damon Young. What an enjoyable experience on so many different levels. BALEAP: Caution! EAP under Deconstruction #BALEAP2023 was a three-day event held on campus at Warwick University from Wednesday 19 April to Friday 21 April. This joint post reports on our lovely Ordinary Members' experiences of sessions they attended. Day 1 (Fiona) Day 1 began with a SIG Fayre. As a member of the EAP for Social Justice (EAP4SJ) SIG, I volunteered to (wo)man the assigned table at the conference reception area until the rest of the team arrived. Their arrival was such an exciting start to the conference as I had never actually met any of the EAP4SJ members before. It was a delight. The first session I attended on Day 1 was Deconstructing spoken communication in the creative disciplines ( in memory of Gary Riley-Jones) presented by Jennifer Sizer, Clare Carr, Jane Vickers and Zoe Gazeley-Eke. The session began with an introduction by Conrad Heynes who told us about Gary’s life and shared fond memories. It was explained that Gary Riley-Jones was one of the founding members of the Creative Discipline SIG. We were invited to sit at specific tables for a specified time to deconstruct spoken communication. Each table was assigned a specific focus for deconstruction: in other disciplines, creative disciplines and spoken communication outside the classroom. These deconstructions produced interesting ideas and lively discussions and were encouraged to make notes on the paper tablecloths provided on each table. In the groups I was in, spoken communication priorities included being able to speak the language of the discipline for inclusion by learning and using the academic words used in a subject-specific context to build knowledge and understand concepts, and being able to develop the ability to adapt when communicating within different communicative contexts and with different audiences. The need to include an element of fun was highlighted as a priority. We also discussed the need for the introduction of virtual trips to accommodate communication outside the classroom during the height of the pandemic and in online delivery mode. My second session of day one was a plenary in the lecture hall Room 101 where we were invited to ‘banish concepts to oblivion’. I was delighted to see that the first concept to be consigned was IELTS. The use of IELTS as a gatekeeping tool for students whose L1 is not English is problematic in many ways. For example, it does not follow that a speaker whose first language is English is necessarily proficient in L1 as they may come from complex, multilingual backgrounds. Neither does separation in the use of labelling ‘home’ students mean that proficiency can necessarily be assumed. The extortionate cost of taking the IELTS test, and possibly having to take it multiple times, creates a barrier and the possibility of exclusion. These are issues of social justice. If IELTS is being used as a measure of academic ability, it is unfair to single out EAL students. If being used for this purpose, it should be a requirement for all novice students. Day 2 at BALEAP: Caution! EAP under Deconstruction (Fiona) Day 2 sessions began for me with a welcome un-plenary from Guy McElveney, who set the scene for discursive deconstruction and constructive examination through William Benjamin’s Arcades Project and his metaphor of sleeping vs waking for exposing myths. This exposure produces a shock - an awakening. Guy McElveny concluded by proposing the following discussion questions to think about and consider. My own awakening was the shock that I have followed the belief in a monolingual, English only approach from my background experience in ELT without questioning it for so long. I believe in exploiting any resource if it supports language learning and consider the use of learners’ own language as a resource to be actively encouraged in this regard. The next session I went to was Will the next student essay you mark be written by AI? Implications of the recent AI technology development on the future of the teaching of EAP writing skills presented by Helen Beech and Ling Angela Xia. This was a really interesting, informative session that was live streamed from a University in China. Firstly, they discussed the current landscape , answering their session question title as probably yes, in their context. They outlined what AI tools are available including ChatGPT-4, Bard AI and 2 Chinese AI applications. They noted the integration of AI with existing popular applications, such as Microsoft 365 + CoPilot and specialised applications targeting researchers and students: Jenni, Lateral and Consensus. Next, the focus shifted to examining why we are vulnerable to AI. Reasons highlighted were: · Massification of HE · Types of assessment set · Mixed reactions ranging between excitement and anxiety: ban it or embrace it Most universities are in the process of updating guidance. Comparing current guidance from different universities reflects these mixed reactions. They proposed the need for rethinking around plagiarism and cheating using key questions for consideration - one key question being where to draw the line. The session presenters also highlighted the need to rethink assessment practices in relation to AI and questioned what this need says about current assessment policy. They quoted Hyland (2006, p. 56) in reference to his description of the role of academic writing: and referred to John Warner (2023) to explore some of his ideas about the role of writing in relation to ChatGPT: The session presenters shared their potential approach to address embracing AI in their context in this slide... The next session I attended was Shouldn’t presessionals be inclusive of all? presented by Heléna Stakounis. Heléna Stakounis shared research that followed a class of students from both the UK and international students through an academic year and measured their preparation for a multicultural international classroom and programme against internationalisation criteria. She showed us that this produced the following findings that threaten internationalisation policy: She promoted the need for inclusivity instead of separation as the way forward to address this situation and proposed the following ideas for implementation: This was another excellent session on the theme of deconstruction to look at what needs changing in EAP and how these changes might be approached. As I am very interested in the implications of AI on EAP teaching and learning, I chose all the sessions I could with this focus and next was The Use of Artificial Intelligence (AI) in Academic Writing: Implications for EAP presented by Debra Jones and Neil Adam Tibbetts. They started the session by explaining that their research had started pre ChatGPT and that they had taken an ethnographical approach to their research exploring the views of EAP teachers and subject teachers on a foundation programme. Their findings revealed that teachers were more positive about students using tools for vocabulary and reading and less positive about them using tools for writing. Most disapproved of students using translation tools. Many chose to answer by saying it depends with some reasons for this including: some tools are built into other applications, the purpose of the task assessment, motivation, attitudes to learning - students being result- orientated. The majority thought that there should be more guidance for students on how to use them but there was uncertainty towards what was ok or not ok on an institutional level and the need to open up a dialogue. Findings emphasised the lack of guidance apart from rules about plagiarism. Their findings also showed that students seem to be experiencing similar problems with how to best use online tools. This situation reinforced the need for discursive deconstruction and constructive examination for exposing myths, as previously discussed in the (un)plenary session,. In terms of AI, it highlighted the urgent need for opening up a dialogue to gain a basis of understanding in order to critically engage and evaluate the potential afforded to teaching and learning and to establish the creation of ethical guidelines. The next session I attended (late) was BALEAP - Name Change. Since 2010, BALEAP has been known by its acronym only in conjunction with the strap line - The global forum for EAP professionals - without reference to the former full use of The British Association of Lecturers in English for Academic Purposes. Suggestions for a name change have arisen because of the lack of clarity about this for people outside BALEAP and to clarify the idea of BALEAP as a global forum. Maybe BAL is also to be included in EAP under deconstruction… Blurring the boundaries between teaching EAP and teaching the subject specialism was presented by Jill Northcott. Jill Northcott likened the situation for insessional EAP tutors as one of walking a tightrope with the need for developing strategies to avoid the abyss. Blurring boundaries are a result of a moving towards a requirement for language specialists to also study the subject discipline and pressure on subject specialists to develop knowledge of academic literacies. Jill Northcott suggested that recognition is gained through expertise and an alternative pathway was discussed as in EAP becoming a discipline in its own right. The fact that there is a tendency for EAP tutors to feel “lucky” if a subject tutor is prepared to collaborate was discussed (certainly the situation in my experience) and the need for expectations around collaboration to be coming from both sides with maybe the need for training to ensure this. Ideally the blurring could be between the actual content and language rather than the role of the tutors. The session came to a close discussing EAP tutors specialising within a discipline rather than becoming specialists in a subject. The last two sessions of Day 2 were presented by EAP4SJ members. Firstly, provocations in What do we want? Justice! When do we want it? Now! Practitioners demands for socially just EAP. Calls for provocations for this session were collected via social media and Jisc mail before the convention and compiled for discussion in the session by embedding the into ppt slides and recording audio transcriptions. Listening to the provocations was a pretty harrowing experience. Tables were organised for discussion into possible solutions to address these instances of injustice experienced by EAP colleagues and shared on a Padlet, which will be available on the EAP4SJ website. Discussing possible solutions was a very positive and empowering experience. ...over to Damon.... Damon provides the following review of Becoming socially just educators: A trioethnographic study of exploring professional identity through dialogue, ethics of care, and creativity - by Tomasz John (University of Strathclyde), Lorraine Mighty (University of Birmingham), and Iwona Winiarska-Pringle (University of Glasgow). The session was a powerful and thought-provoking talk that made a lasting impression on me and others. There were several reasons why I found this talk to be of immense significance. It addressed the urgent need for social justice in education and emphasised the crucial role educators play in promoting equity and inclusivity within educational settings. By examining professional identity through the lens of social justice, the study shed light on the transformative power of education and its potential to create a more just society. The trioethnographic approach used in the study was particularly compelling. The collaboration between the three researchers provided a rich and multi-dimensional perspective on professional identity formation. Their shared experiences and reflections offered a nuanced understanding of the complexities and challenges faced by practitioners striving for social justice. This collaborative and reflexive approach added depth and authenticity to the research, making it even more impactful. The intersectionality and overlapping experiences made it a memorable talk that I will not forget. The session focused on three key aspects—dialogue, ethics of care, and creativity—that are essential in shaping a socially just professional identity. The exploration of dialogue as a means to foster understanding, empathy, and inclusivity resonated deeply with me. The emphasis on ethics of care highlighted the importance of nurturing relationships, empathy, and responsiveness in educational practices. Additionally, the session encouraged educators to embrace creativity as a catalyst for innovative and transformative approaches to teaching and learning. These insights were not only enlightening but also provided practical strategies for creating inclusive and equitable educational environments. The interactive element of 'Blackout Poetry' during the presentation, the audience members were provided with a unique opportunity to actively engage with the research being discussed and participate in the reflection process. 'Blackout Poetry' involves selecting words or phrases from a given text and creatively redacting the rest, resulting in a poem that conveys new meaning and perspective. By inviting the audience to take part in this activity, they were able to immerse themselves in the research findings, examine the themes and concepts presented, and contribute their own interpretations and insights. This interactive involvement not only enhanced the audience's understanding of the research but also fostered a sense of ownership and connection, transforming them from passive listeners to active participants in the exploration of the research topic. Below is my attempt at ‘Blackout Poetry’: The talk had a profound impact on me. By unravelling the factors that contribute to the development of a socially just professional identity, the session seemingly equipped practitioners with actionable insights and recommendations, including creative reflectivity for personal growth. These valuable takeaways empowered attendees to incorporate social justice principles into their teaching practices, ultimately fostering inclusivity, equity, and social change within their classrooms and beyond. The most important point for me during this talk was the collaboration among the researchers, Tomasz, Lorraine, and Iwona. The power of interdisciplinary and collaborative efforts in addressing complex educational and social issues. The session served as a reminder of the importance of sharing knowledge and experiences across institutions to advance research and practice in the field of EAP, but also education context on the whole, for a more just world. ...and back to Fiona... Day 3 at BALEAP: Caution! EAP under Deconstruction Twisting the screw the other way: Legitimising EAP differently was the first session I went to on the final day of the conference. This session was presented by Alex Ding and Laetitia Monbec. Deconstructing EAP through socio-analysis and reconfiguring to legitimise the field differently and transform the way we see it sounds like fascinating research. Looking forward to the possibility of reading this chapter when published. Meanwhile, I intend to do some background reading highlighted in the session. One step forward, two steps back - Let’s not lose the gains we made during the pandemic! by Guy McElveny. Really liked the speaker’s description of teaching during the pandemic as “…the usual focus on ‘what’ we teach was replaced by ‘how’ as the mode of delivery became the central question”. Guy McElveny shared the digital gains that he had made when provision was moved online and then opened the session up for attendees to share theirs. I was happy to find myself with likeminded practitioners who also seemed to have no intention of losing the gains made. I totally agree that the pandemic compelled us towards implementing online delivery and as a result, I think it instigated an opportunity for us to propel ourselves forward into discovering how best to exploit the tools available within this mode of delivery. Deconstructing in-sessional: underpinning theories and practical implications to define our EAP practice presented by Lisa Hanson, Paul Hendrie, Katherine High, Debra Jones and Neil Tibbetts. Another fascinating exploration into the deconstruction of the field of EAP. In this session, it was by exploring theoretical underpinning to focus on how insessional tutors implement current theory to define current practice. Deconstruction was initiated through reading circle sessions to explore what academic language and literacy (ALL) is. Underlying theory was identified and evaluated to understand the what and why, and how this translates in practical application. The outcomes of the reading circle sessions included an initial alignment of approach to be used for insessional induction with tutors joining from presessional and foundation programmes and to look at how insessional is different from other provision. Such a useful framework idea on many levels. ...Damon will wrap up by providing his final reflection from Day 3 of the conference on the following session... Examining the academic path of LGBTQ students in doctoral scholarship: Should academic literacies be redefined from a queer perspective? – Micky Ross, University of Glasgow Micky’s presentation probed into the complexities and tentativeness surrounding the experiences of LGBTQ students in academia. By exploring various aspects such as homo-normativity versus queerness, assimilation versus liberation, and conforming to the heteronormative mainstream world versus queering the mainstream, the talk brought attention to the multifaceted challenges faced by LGBTQ students in their scholarly pursuits. One of the main points of the presentation was the recognition that academic writing is not merely an individual endeavour but a social act situated within a wider institutional and sociocultural context. Micky highlighted that academic writing is influenced by cultural and social practices, and it reflects the interplay between the self and the social world. The notion that the self is indeterminate rather than fixed further emphasised the complex relationship between personal identity and the act of writing. Micky also emphasised the importance of protecting authenticity and voice in academic writing. It underscored that voice is an essential aspect of academic discourse and successful academic writing, particularly at the doctoral level. Micky argued that authorial voice brings authenticity to scholarly work by allowing individuals to bring their personal history and identity into their writing. This notion was particularly relevant to LGBTQ students, as having a voice and being heard was seen as crucial to experiencing a meaningful existence within norm-providing institutions and organisations. The presentation delved into the intersection of LGBTQ literacies, emphasising that LGBTQ scholars offer unique insights and perspectives that can enrich scholarship across diverse disciplines. By incorporating queer frameworks and perspectives into academic literacies, institutions can create an inclusive and progressive environment that values the contributions of LGBTQ individuals. This inclusive approach not only enhances the academic sphere but also has wider implications for LGBTQ rights and representation within society. The significance of Micky's presentation lies in its ability to generate awareness and understanding of the challenges faced by LGBTQ students in their academic journeys. Micky tentatively posed questions and encouraged critical reflection, the talk fostered a dialogue about the need to redefine academic literacies from a queer perspective calling for a shift away from the dominant heteronormative frameworks, advocating for a more inclusive and diverse approach to knowledge production and academic discourse. Micky's presentation provided valuable insights into the complications and tentativeness surrounding LGBTQ students' experiences in academia. By examining the intersection of personal identity, scholarly writing, and institutional structures, the presentation contributed to the ongoing discussions on LGBTQ inclusivity, representation, and the redefinition of academic literacies. It served as a catalyst for positive change, promoting an environment where LGBTQ voices are heard, valued, and celebrated within educational institutions. What an enjoyable, thought-provoking deconstructive experience this conference was from start to finish!
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