EULEAP: EUropean Lecturers of English for Academic Purposes

There’s a new kid on the block: EULEAP, a network of EUropean Lecturers of English for Academic Purposes. It’s not incorporated officially, simply coordinated technically as a Ning social networking site, and is open to anyone who is involved in teaching English (or in teaching in English!) in tertiary education:

Martin Bradbeer (TH Wildau) and Nicola Fox (Oxford University Press) recently organized the first Berlin area conference for EAP, and this network is aimed at building good connections among those who met there and growing new ones, as well as preparing the follow-up event in Berlin for next year.

This network will probably need to become more formally established to allow for sponsorship and more organized administration. But that requires quite a bit of work. If it were to become an association, there’s the politics of having an independent or an IATEFL affiliated group. For the time being, I’m (just) the Ning moderator. Since I’m also the events coordinator at ELTABB and a member of the BESIG Online Team, I’m a bit worried about becoming active in yet a third association.

But I’m really happy that there are now open lines of communication in an area I want to become more at home in. So here’s wishing EULEAP a leaping start!

Debate and discussion

I enjoyed yesterday’s communication skills class with the Master of Public Management class at the University of Potsdam. We did discussion and debate, and I used a few resources I can recommend:

communication triangle anne hodgson

After showing the students my communication triangle above (connect at the human, the community, and the (competitive, self-)marketing levels), I highlighted the skill of building and maintaining rapport. I used Bob Dignen’s lovely “Business with Bob” video, “Building Rapport”, where he explains mirroring and positive modelling. You’ll find it and the rest of his video series on the Business Spotlight site. (Link to the intro page to that series. Link to the video itself.)

how to disagree

Then I showed them Paul Graham’s great “pyramid of disagreement”, from the lowest, and least effective, ways (name-calling, ad hominem attacks) to those that promise most in every respect (refutation, and especially refuting the key argument). That article is well worth reading (Paul Graham, How to Disagree, March 2008).

Then we got down to business. I started with an activity from a great book I’m using a lot at the moment, by Jenny Guse, Communicative Activities for EAP (Klett/Cambridge University Press 2011, with CD-ROM, e.g. here). The activity is Discussion Trios, so: three to a group, they get a problem card, and have 10 minutes to come up with as many factors that contribute to this problem as they can. This gets them talking and practicing the language of coordination (and, as well, also, another one…). I took Jenny Guse’s material for this, namely a range of 10 environmental issues. Then we did Trios reloaded, where the same teams had to think of a new problem themselves (social, economic, cultural,…) and do the same thing again. They came up with issues like overpopulation, social inequality, corruption, but also having too many term papers to write in too short a time, and eating too much. Then they were ready to do the first extended task. I adapted an activity in Jenny Guse’s book, where she asks students to design a computer game for the elderly, and asks students to discuss and come to an agreement on the passions, values and experience of the elderly. This is to practice the language of agreement and disagreement. I preferred to have them work “closer to home”, and told them that they were to design a computer game for young adults like themselves to educate them to a pressing problem of our day and age. They were to determine the passions, values and interests of their target group that this game would appeal to. I put them in four groups of 5-6 each, and they started out by deciding on the problem, then outlining the values and passions, which each team presented, and they then went back into their groups to develop the game itself. These four games were then presented by a duo from each team:

  • A stress-reduction game: The player moves through various environments where she makes healthy, fun, vitalizing choices to move from 100% to 0% stress.
  • An urban life game: The player moves through urban adventures, where he has to “do the right thing” and is awarded citizenship and other bonus points and can become mayor or similar.
  • An end terrorism game, where the player has to put together a team to end terrorism (a lawyer, a general…). Each profile has a different chance of success, and this is predefined, so depending on whether the player employs the members of the team the way the designers have determined them to be successful, the mission will succeed.
  • An end organized crime game, in which players gain the necessary resources, which they then use as they try to infiltrate the criminal networks in missions, distracting and entertaining them to get inside.

After this entertaining activity, the students went on to “take a stand”. I showed them a cartoom that’s been making the rounds (“Dad, I’m considering a career in organized crime.” “Government or private sector?”) and asked them “Which sector is more corrupt?” The more outspoken in the class stood and spoke, and responded to each other with counter-arguments. They were great, and this I filmed, but unfortunately at over 13 minutes, the film is too long too share. (I have to break the film down to upload to our private channel, but this always takes time.) In a second round, everyone paired up, and one player expressed a standpoint, to which the other responded by agreeing with certain parts of the argument and disagreeing with others. This gave the less outspoken ones a chance to speak.

We didn’t get around to the big two team debate I had set up to end things, based on two groups, each reading only one side of an argument, and then engaging in debate, as the above activities took up the full three hours.

One thing that is rarely successful in these types of lessons is to get students to actually use functional language. I did hand out respective phrase bits and modeled them, but I didn’t actually give positive feedback when I heard them being used. The most effective feedback, I think, is when they are grasping for words and then get, from their peers or from me, the correct phrase (Comprehensible Output). I heard lots of that going on. But in my experience, as I say, it’s rarely the language usually defined as functional, it’s usually the words that carry more content. These students are using English as a Lingua Franca (ELF), at differeing levels of fluency, and they are collaborating towards an outcome, very successfully. I don’t think it’s wrong to point out functional language, it may ring a bell with some of them and come in handy, but I don’t believe in pushing it. I think it’s far more essential to internalize the principles of good communication, and that’s why a bit of a presentation and discussion of those, followed by loads of communicative activities to practice and get routine, is my favored approach. What I need to improve next time I do this sort of thing is to make sure there is a feedback slot at the end to revisit those principles.

Here is my presentation as a pdf. If you have done or do anything similar in classes, I’d love to hear from you!

MPM Discuss and debate

Elevator speeches

The above links are pdfs of my presentation and handouts from the workshop I gave at the Uni Potsdam Graduiertenkolleg Geowissenschaften yesterday and today.

This is an extremely interesting challenge for me, as these scientists are more advanced presenters than the undergraduate students I’ve normally taught, and not as versed in the world of marketing as my business clients. As a group, they give a series of short 2-minute presentations as an invitation to later visit their science posters in the exhibit area.  Key issues are how to make their points memorable, and their listeners hungry for more. This opens up a huge area for micro-storytelling (adding the personal dimension), but also for memorable catchphrases that stay safely this side of rhetoric. Work in progress, I’m looking forward to the rest of the workshop.

Susanne Frölich-Steffen (her website), a scientist now working as a communcation skills trainer in the academic world (primarily in Munich and Bavaria) gave me wonderful tips. I’m hoping we can work together in the future.

Further reading:

  • Michael Alley: The craft of scientific presentations. Critical steps to succeed and critical errors to avoid. Springer NY 2003 ISBN-0-387-95555-0
    Book homepage
  • Nancy Duarte: Slide:ology. The art and science of creating great presentations. O’Reilly 2008 ISBN-13:978-0-596-52234-6
    Nancy Duarte’s blog