ISSUES: MACRO: MICRO: Increasing number of international students in HE Attendance

1. CONTEXTUALISATION: Teaching ASK* in the context of the degree subject Embedding: Position of ASk module and tutor within the programme and programme team Module Tutors ASk Tutor Negotiated ASk syllabus Mapping: Appropriateness and timing of ASk to the programme modules The CEM Model: a model to support the design ofin-sessional, skills support curricula, incorporating language and study skills for international students. A case study of Newcastle Business School (Northumbria University) & ISLC (University of Reading) ISSUES: MACRO:MICRO: Increasing number of international students in HE Attendance Better supporting the English language needs of international students Engagement Current debate in key literature (Hyland, 2002) Subject & Academic Skills staff collaboration The CEM Model (Sloan & Porter, 2010) Application: University of Reading In-sessional English Support Programme (IESP) across all faculties Contextualisation: Masters Courses Teaching English for Specific Academic Purposes (ESAP )in the context of Economics; International Development; Management and Accounting; Education; Real Estate; Planning; Informatics; ICMA; Construction Management; Psychology; Systems Engineeering. EMBEDDING: IESP director is invited to Board of Studies meetings through contact with School Directors of Teaching and Learning. This gives the opportunity to explain the CEM model and how our courses are run. Further attendance at these meetings , allowing feedback on progress of courses, cultivates closer relationships and further opportunities for embedding. Module Tutors In-sessional Tutors Collaborative tasks if possible MAPPING: IESP to teach writing skills in the Autumn Term to tie in with writing a research proposal in Economics (to be submitted on 14 December) Scheduling Delivery Communication School Directors of Teaching and Learning Programme Leaders ESAP Tutor Timetabling Programme Directors Programme Leaders ASk Tutor Timetabling Scheduling Delivery Communication References Sloan D & Porter E, (2010), ‘Changing international student and business staff perceptions of in-sessional EAP: using the CEM model’, Journal of English for Academic Purposes, pp1-13 Conclusion This is a reinforcing circular process. The key is senior management to champion the cause so that it can filter down in a coordinated way. HEA SIG Internationalising the Curriculum Language Theme Group * Academic Skills