This session started with a short introduction to the Sheffield Hallam EAP Programme, a pre-university English course delivered in a state, vocational school in Beijing. Participants were then presented with three questions based on issues arising in feedback from receiving departments and Sheffield-based EAP tutors who work with the undergraduates from this course:
Question 1 How can we prepare our students for the social, cultural and academic differences they will experience in the UK?
Ideas offered in feedback suggested that this was best done on foundation courses in the UK and/or by giving pre-arrival information and becoming 'e-buddies' with home students. In addition, it was suggested that the inclusion of videos, role plays. British studies, cultural awareness and study skills would all contribute to cultural acclimatisation. Becoming involved with the local Chinese community could also compensate for being away from families.
Question 2 Should receiving departments make allowances for the specific language difficulties of Chinese learners? If 'yes', to what extent?
Most participants felt that no specific allowances should be made for Chinese/international students but that lecturers do need to be made aware of cultural differences and programmes more internationalised than at present. In-sessional support through English language classes and tutorials was considered essential for Chinese learners, as well as guidance on referral opportunities.
Question 3 During an EAP preparation course, how can learners be trained to critically analyse reading material instead of simply reporting what they read?
Unfortunately, there was little time for the groups to really discuss this question in depth and suggestions were few and brief. It was suggested that tutors and learners could deal with the concept of critical analysis; role play aspects of the material orally before writing and that learners should be taught to express their views prior to the submission of assignments.