1st Edition
International Perspectives on Teaching and Learning Academic English in Turbulent Times
This volume shares proven strategies for Academic English teaching, research, and development in challenging circumstances. Through original first-hand experiences from around the world, the collection reveals how educators in higher education have responded to the specific needs and challenges of teaching second language learners in turbulent times, as seen during the COVID-19 pandemic. Organised thematically, the book covers rapid responses to crises, adapting to teaching online, collaborations and online learning communities, and assessment practices. The volume provides original insights and practical suggestions for a range of practices across English for Academic and Specific Purposes that can address new and unfamiliar circumstances, both now and in future challenging times.
The collection includes a wealth of effective strategies, varied research methodologies, and resources for practice making it an invaluable reference for practitioners, students, and researchers in the field of academic English, ESL/EFL, and online language instruction.
International perspectives on Academic English in turbulent times: An introduction by James Fenton, Julio Gimenez, Katherine Mansfield, Martin Percy, and Mariangela Spinillo
PART I: Rapid responses to the crisis
Introduced by Mariangela Spinillo
1 Fast-forwarding toward the future of EAP teaching in ‘the Happiest Country in the World’: Lessons learned in turbulent times by Averil Bolster, and Peter Levrai
2 Building resilience in pre-sessional EAP courses through professional development: A perspective from the UK by John Donovan
3 Academic English in higher education in Montenegro during the Covid-19 pandemic: Institutional impact and lessons to be learned for the future by Žana Knežević
4 Language education during the pandemic: Qatar University Foundation Programme’s responses for teaching in future difficult circumstances by Mohammad Manasreh, Kashif Raza, and Naima Sarfraz
5 Enabling student engagement in an academic English writing course: Emergency remote teaching at a Swedish university by Špela Mežek, and Kathrin Kaufhold
6 Flipped learning online and face-to-face as a way of supporting students’ cognitive and emotional engagement during periods of fractured instruction by Rosemary Wette
PART II: Adapting to teaching academic skills online
Introduced by Katherine Mansfield
7 Designing and delivering an online research article writing course for doctoral students in Luxembourg during Covid-19 by Katrien L. B. Deroey, and Jennifer Skipp
8 Embracing challenges during uncertain times: Adaptations to a doctoral writing workshop hosted by an English language center in Chile by Gracielle K. Pereira-Rocha
9 Teaching writing for publication in times of Covid-19: Challenges, affordances and lessons from Argentina by Laura Colombo
10 Measuring graduate students’ perceptions of an Academic English reading and writing course during turbulent times: A case study from Albania by Mirela Alhasani
11 Transition to online learning in Uzbekistan: The case of teaching Academic English at Westminster International University in Tashkent by Diana Akhmedjanova, and Feruza Akhmedova
PART III: Collaboration and online learning communities
Introduced by James Fenton
12 Changing the default: From emergency to sustainable online teaching in a U.S. intensive English program by Nigel A. Caplan
13 Team up: Lessons from moving an academic writing course for university teachers in Slovakia and Czechia online by Linda Steyne, Agnes Simon, Angeniet Kam, Eszter Timár, and Jan Beneš
14 Sustaining writing-for-publication practices during Covid-19: Online writing groups at an Ecuadorian university by Elisabeth L. Rodas
15 Locking down and opening out: Creating new virtual spaces for writers and presenters during the pandemic by Joe Lennon, Petra Trávníková, Alena Hradilová, and Libor Štěpánek
16 Cultivating social presences in an undergraduate writing course by David Ishii
PART IV: Assessing students online
Introduced by Martin Percy
17 Community, engagement and academic integrity in English preparation programs for university in Australia by Cara Dinneen
18 Adapting formative assessment for online academic English instructions during challenging circumstances: Lessons from advanced ESL classroom experiences by Tewero Tchekpassi, and Tong Zhang
19 Academic English assessment in times of a pandemic: The case of a Russian research-intensive university by Irina Shchemeleva and Natalia V. Smirniova
20 Language teaching and assessment on a college English integrated course for non-English majors in times of the pandemic: Lessons learnt and innovations for the future by Zhang Li, Liu Jing, and Yan Guoying
21 Teachers’ reflections on alternative assessment and collaborative learning in an EFL academic writing class in Thailand during the Covid-19 pandemic: A case study by Pragasit Sitthitikul, and Vorakorn Tuvajitt
Afterward by Julio Gimenez
Biography
James Fenton is Lecturer in English for Academic Purposes at University of Westminster, UK.
Julio Gimenez is Principal Lecturer and Researcher in Academic Literacies at University of Westminster, UK.
Katherine Mansfield is Lecturer and Researcher in English for Academic Purposes at University of Westminster, UK.
Martin Percy is Senior Lecturer and Researcher in English for Academic Purposes at University of Westminster, UK.
Mariangela Spinillo is Lecturer and Researcher in English for Academic Purposes at University of Westminster, UK.
