EAP Practitioners
The insessional work undertaken by EAP practitioners at the Language Centre at Leeds is regarded as some of the most innovative and effective provision of this kind in the UK. Our EAP specialists are recognised nationally and internationally for their expertise in developing bespoke academic language and literacies provision within disciplines. Our reputation lies in the Language Centre commitment to scholarship-informed approaches to teaching and learning EAP. Our staff have a range of specialisms within EAP including: linguistic and social approaches to EAP, student identities and linguistic repertoires, listening pedagogies and practice, genre and discourse analysis, creative enquiry in EAP, approaches to critical thinking and argumentation within disciplines, intercultural communication and assessment for language and literacy.
Drawing on empirically-grounded and theoretically informed approaches, they work in collaboration with other academics across faculties to explore ways for students to become a part of their academic discourse community. In order to do this, they use various approaches to needs analysis and ways of developing an understanding of the linguistic, literary and other communication conventions of the subject field. They work with students and staff to design learning that scaffolds language and literacy skills within relevant disciplinary content. They work with all stakeholders to review and evaluate the impact of provision in order to provide the most effective student education possible.
Publications
Bond, B. (2020) Making Language Visible in the University: English for Academic Purposes and Internationalisation. Bristol: Multilingual Matters.
Bond, B. (2019). International students: language, culture and the ‘performance of identity’. Teaching in Higher Education.
Bruce, I. & Bond, B.(eds) (2022) Contextualizing English for Academic Purposes in Higher Education: Politics, Policies and Practices. Bloomsbury.
Campbell, C., & Cameron, E. L. (2021). Reflections on building a strong partnership with students in SoTL. International Journal for Students As Partners, 5(1), 124–130.
Carr, C., Maxwell, C., Rolinksa, A., Sizer, J. 2021. EAP Teachers working in, with and through the Creative Arts: An Exploration. In MacDiarmid, C. and MacDonald, J.J. 2021. (eds). Pedagogies in English for Academic Purposes. Teaching and Learning in International Contexts. London: Bloomsbury. Ch.10.
Evans, M. 2022. ‘Genre: some sociological foundations and implications.’ In Ding, A. and Evans, M (eds), Social Theory for English for Academic Purposes: Foundations and Perspectives. London: Bloomsbury. Part of Bloombsury series, New Perspectives for English for Academic Purposes’, Eds. Ding, A., Bruce, I., and Wong, M.
Fedorova, N. and Kaur, K. 2023. Critical EAP: A marginalised friend? In: Breen, P. and Le Roux, M. eds. Soial Justice in Action – A model of praxis in EAP and ELT. London: Bloomsbury, pp.tbc.
Fedorova, N. and Kaur, K. 2022. Native-speakerism: A thorn in the side of ELT. Journal of Second Language Teaching & Research. 9(1), pp.59-80.
Heath, J. 2021. Supporting student learning in an emergency remote teaching situation through the provision of support and sharing of good practices across a large teaching team. BALEAP Special Edition.
Hulme, A. 2021. Uncovering the principles behind EAP design: Do we do what we say we’re going to do? ESP Today. 9(2), pp. 206–228.
Kaur, K. 2023. Deliberations about Decolonisation. Faculty of Arts, Humanities and Cultures News: Peadagogical Research in the Arts Blog. March.
Kaur, K. 2023. Communities, Sense of Belonging and Friendships. Centre for Excellence in Language Teaching Blog. March.
Kaur, K. 2022. Embed sustainability in the curriculum: transform the world. Language Learning in Higher Education: Journal of European Confederation of Language Centres in Higher Education (CerclesS). 12(2), pp.605-616.
Kirkham D, Walkova M. 2021. Of the teachers, by the teachers, for the teachers - The 7Cs Framework of (English) Grammar for Practical, Pedagogical Purposes. Journal of Linguistics and Language Teaching. 12(2), pp. 147-172
Leslie A. 2023. Putting the map into mapping: applying map reading skills to mapping paper text scrolls.. Journal of Academic Development and Education.
Leslie A. 2020. We're all in this together!. Advance HE News and Views
Liu J; Sadig H (2023) Breaking down barriers to student belonging and success: An embedded partnership approach to developing students’ academic language and skills Researching, Advancing & Inspiring Student Engagement
Marinkova M. 2019. Fostering Criticality through Experiential and Multimodal Teaching: Designing and Delivering an Immersive Literature and Intercultural Communication Programme. The Language Scholar.
Marinkova M, Leslie A. 2021. Becoming well-read or reading well?: Academic Reading Circles as an innovative and inclusive practice.. Journal of Academic Development and Education (JADE).
Marinkova M, Robbins J. 2023. Can online rubrics develop learners’ metacognition? A qualitative case study analysis. In: Gonsalves C; Pearson J (eds.) Improving Learning Through Assessment Rubrics: Student Awareness of What and How They Learn. IGI Global
Marinkova M, Walkova M. 2022. What's in a Name?. Centre for Excellence in Language Teaching
Maxwell, C. 2021. Exploring Clarity in the Discipline of Design. In Whong, M. and Godfrey, J. 2021. (eds). What is Good Academic Writing? Insights into Discipline-Specific Student Writing. London: Bloomsbury. pp.57-82.
Maxwell C. 2020. Reflections from the front line: my first foray into online teaching. Centre for Excellence in Language Teaching. https://celt.leeds.ac.uk/reflections-on-teaching-online/
Stazicker, A. and Woods, N. 2023. Building Inclusivity through the Controversial topic of Medical Marijuana. Inform. No volume (22), pp 14-16.
Stazicker, A. and Woods, N. 2022. Teaching International Foundation Year. A Practical Guide for EAP Practitioners in Higher and Further Education. Oxen: Routledge.
Walková M, Bradford J. 2022. Constructing an Argument in Academic Writing Across Disciplines. ESP Today. 10(1), pp. 22-42
Webster S, Green S. 2021. Scaffolded Practice Assignment Writing to Support Emergent Disciplinary Literacies. TESL-EJ. 25(1)
Webster S. 2020. The Written Discourse Genres of Digital Media Studies. In: Whong M; Godfrey J (eds.) What is Good Academic Writing? Insights into Discipline-Specific Student Writing. 1st. New Perspectives for English for Academic Purposes. Bloomsbury Academic
Webster S. 2019. Strategy instruction for successful language tandems. ELT Journal. 73(3), pp. 286-295
Webster S, Herington R. 2021. Intensive Teacher Education for an EMI Context: Facilitating the Professional Development of University Teachers.International Research in Higher Education. 6(3), pp. 1-12