Overview
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.
Full Product Details
Author: James Fenton , Julio Gimenez , Katherine Mansfield , Martin Percy
Publisher: Taylor & Francis Ltd
Imprint: Routledge
Weight: 0.453kg
ISBN: 9781032254791
ISBN 10: 1032254793
Pages: 282
Publication Date: 30 September 2022
Audience:
College/higher education
,
Tertiary & Higher Education
Format: Hardback
Publisher's Status: Active
Availability: In Print 
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Table of Contents
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
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Author Information
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.
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