Making Language Visible in the University

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Bee Bond. Making Language Visible in the University

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NEW PERSPECTIVES ON LANGUAGE AND EDUCATION

Founding Editor: Viv Edwards, University of Reading, UK

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The interviews and focus groups with teachers were all semi-structured and were built around a similar set of questions. The questions were designed to develop an understanding of how the teachers approached teaching at TPG level specifically, and how they viewed it as different to teaching at undergraduate level, before moving on to consider how they felt language had an impact on their disciplinary content teaching and assessment practices. I also asked them to consider any differences they perceived in their approach to international and home students and asked them what, if any, training they felt was necessary to support teachers when working with increasingly diverse groups of students.

EAP teachers were asked similar questions. The focus on content and language was reversed, asking how teaching EAP with a focus on disciplinary content impacted their language teaching.

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