EAP teacher observation: Developing criteria and identifying the forms of pedagogic practice they afford

Kirk, Steve; King, Julie

Abstract

Here we critically revisit a scheme for EAP teacher observation and development, created in response to particular challenges in a UK pre-sessional context. The scheme was closely informed by the BALEAP Competency Framework for Teachers of EAP (CFTEAP). Our view that observation criteria should reflect broader course principles – and thus shape what becomes valued classroom practice – guided a significant shift from ‘the how’ of classroom management to a more appropriate focus on ‘the what’ of academic discourses and practices. With current global changes and developments in EAP, it is timely to re-examine the principles underpinning the scheme and assess its enduring value. We do this through the lens of epistemic relations from Legitimation Code Theory to reveal different orientations to ‘the what’ and ‘the how’ of EAP practice and what this enables. A mapping of both pre-CFTEAP and CFTEAP-informed criteria makes visible the underpinning values, forms of pedagogy and affordances for professional conversations, but also spaces for seeing alternatives and possibilities, offering a practical tool for teachers and observers.

Citation

Kirk, S., & King, J. (2022). EAP teacher observation: Developing criteria and identifying the forms of pedagogic practice they afford. Journal of English for Academic Purposes, 59, https://doi.org/10.1016/j.jeap.2022.101139

• Journal Article Type: Article
• Acceptance Date: Jun 3, 2022
• Online Publication Date: Jul 12, 2022
• Publication Date: 2022
• Deposit Date: Sep 8, 2022
• Publicly Available Date: Sep 8, 2022
• Journal: Journal of English for Academic Purposes
• Print ISSN: 1475-1585
• Electronic ISSN: 1878-1497
• Publisher: Elsevier
• Peer Reviewed: Peer Reviewed
• Volume: 59
• DOI: https://doi.org/10.1016/j.jeap.2022.101139
• Public URL: https://durham-repository.worktribe.com/output/1192357