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EAP and the Socialisation Experiences of Students in HE

EAP and the Socialisation Experiences of Students in HE. Sandra Leigh. Just a thought. What do we really know about our students’ post-EAP experiences? What value is there in such information?. The Rationale. The weakest link: former students What are their post-EAP experiences?

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EAP and the Socialisation Experiences of Students in HE

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  1. EAP and the Socialisation Experiences of Students in HE Sandra Leigh

  2. Just a thought . . . • What do we really know about our students’ post-EAP experiences? • What value is there in such information?

  3. The Rationale The weakest link: former students What are their post-EAP experiences? Did their EAP education really serve them? How did it help them adapt to the wider HE context?

  4. Outline • EdD Research • Socialisation theories • research methodology • Findings • Lessons learnt

  5. The Research Questions

  6. The EdD Research: socialisation as the framework

  7. The Research Methodology: • Semi-structured interviews • multiple student interviews • Participants: • 13 EAP Foundation (Bus. & Law) students • 6 lecturers • 4 EAP tutors • Other data: End of Year Grades; pictures (photo elicitation)

  8. Findings: general

  9. Findings: differences Disciplinary differences • Law students less satisfied • Nocontent input • More disciplinary jargon • But . . . Individual transitional experiences • More successful, smoother transition • Less successful, more difficult transition

  10. Victoria & Thomas Similarities Differences Linguistic abilities Agentive and conformist • South East Asia although different countries • Passed FP with a distinction – • Enrolled on LLB programme • Initially very stressed

  11. Victoria & Thomas Victoria Thomas First year average 45% & 2 resits Chameleon (Bragg, 1976) Limited network Took time off in year 2; resumed though • First year average 63% • Challenged structures; used a variety of network • Balanced study/social life • Year 3: expecting to graduate with 2:1

  12. Grace & Faith Similarities Differences Attitudinal differences Can-do attitude • Nigeria; • Strong English language skills • Passed FP with a distinction • Enrolled on LLB programme

  13. Grace & Faith Grace Faith First year average 57% Difficult year; fragmentation of personal and institutional goals Considered dropping out of the LLB programme Sought significant support from family EAP was not as useful - ??? • First year average 58% • Exploitation of institutional opportunities • Dovetailing of personal and institutional goals • EAP input was definitely useful • Now enrolled on an MA programme

  14. Lessons Learnt

  15. What next?

  16. References • Bragg, A. K. 1976. The Socialization Process in Higher Education. [Online]. Washington, D.C.: Publications Department, American Association for Higher Education. Available at: https://eric.ed.gov/?id=ED132909 • Brim, O. G. 1966. Socialization through the Life Cycle. In Socialization after Childhood: Two essays (pp. 3-49). New York: John Wiley • Weidman, J. C. 1987. Undergraduate Socialization. ASHE Annual Meeting Paper. ASHE Annual Meeting. Paper presented at the Annual Meeting of the Association for the Study of Higher Education. Baltimore, MD.

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