Abstract
This is a continuation of the former TDLEG project of the same title, which has been very well received by all CoP (Community of Practice) collaborators and students, and highly appraised by the invited academic visitor.
In addition to achieving the original aims as follows:
a) engaging an increasing number of content teachers to collaborate with English educators in empowering students in their use of English in the discipline;
b) exploring different academic literacies and helping to develop among both content teachers and students a heightened awareness of language use in different disciplines;
c) supporting content teachers in implementing an assessment approach that encourages a dual attention of content and language; and
d) encouraging content teachers to take up a stronger ownership of language education; the project team intends to expand its scope of language support by
e) cultivating a culture of non-academic/creative writing (e.g., reflective writing, memoire, poetry and short stories through various means, such as organizing workshops and competitions); and pay special attention to the sustainability of the project by
f) incorporating eLearning components in its implementation, such as Mobile Apps, micro-modules, and eLearning platforms; and
g) converting/developing CoP interventions into course-based offerings, which will form part of the ELTU (English Language Teaching Unit) curriculum.
Brief write-up
Project objectives
a) engaging an increasing number of content teachers to collaborate with English educators through CoPs in empowering students’ academic/disciplinary literacies;
b) exploring different academic literacies and developing among both content teachers and students a heightened awareness of disciplinary literacies;
c) supporting content teachers in implementing an assessment approach that encourages a dual attention of content and language;
d) encouraging content teachers to take up a stronger ownership of language education;
e) cultivating a culture of non-academic/creative writing;
f) incorporating eLearning components in its implementation; and
g) converting/developing CoP interventions into course-based offerings.
Activities, process and outcomes
The project establishes Community of Practice (CoP) collaborative projects with content teachers to deliver interventions to target students through a wide range of interventions, such as workshops, consultation sessions, linked courses, micro-modules, eLearning platforms, mobile apps, as well as development of learning materials and assessment rubrics. Building on the solid groundwork laid down by the first iteration of the same project (2016–2019), the EAC Team has cumulatively collaborated with 65 content teachers from eight Faculties, one College and the General Education Programme in 33 CoPs. To date, different forms of interventions delivered by ~40 English Language Teaching Unit (ELTU) language teachers have supported over 10,000 students across the University.
Dissemination of knowledge and practice
The EAC movement has been shared through the project website, conference presentations, workshops, interviews, invited talks and publications.
