Follow this link to access the BALEAP Research and Publications website, a custom built online area that allows you to stay up-to-date with EAP scholarship and research by engaging in a range of activities from ResTES events through blog to a scholarship network.
This BALEAP-funded report examines how organisations delivering EAP were affected and responded in terms of academic delivery and operational procedures.
The purpose of the BALEAP Guidelines on English Language Tests for University Entry is to give stakeholders a richer description of English language tests in a format that facilitates comparison between them. Our aim is to assist staff responsible for reviewing and selecting the tests used by their institutions and setting the related scores/grades. It also aims to assist in the day to day interpretations of scores on the qualifications concerned.
BALEAP Guidelines on English Language Tests for University Entry [Updated April 2021]
‘Narratives of innovation and resilience: Supporting student learning experiences in challenging times’ provides accounts of innovative practice developed and delivered to support student learning in response to the challenging circumstances of 2020 as part of BALEAP Innovative Practice Funding.
Teacher Development: EAP CPD & Lesson ‘Observations’ / Planning in an Online World by Carole MacDiarmid of English for Academic Study, University of Glasgow is a resource addressing the needs for CPD and developmental observations on online pre-sessional courses.
The following collection has resulted from a PIM held at the University of Northampton, 22nd June 2019. Participants discussed various themes around the topic of “Knowledge in EAP” in World Cafe style settings hosted by colleagues who then collected thoughts into papers below. The PIM host Susie Cowley-Haselden introduces the collection.
Steve Kirk (Durham University)
“What do we actually mean by ‘knowledge’? Some opening thoughts for today”
Session 1.1 Jo Kukuczka (University Northampton International College)
“Embracing knowledge: empowering EAP”
Session 2.1 Christina Healey
“The Three Ls Cafe (Learners, Language and Learning)”
Session 3.1 Paul Breen (University of Westminster)
“Where do broader theories of teacher knowledge fit into EAP practice?”
Session 4.1 Emma Lay (Arts University Bournemouth)
“The Knowledge base of EAP practitioners”
Session 5.1 Albert Wong (Hong Kong University)
“Dialogue in the EAP classroom: practitioners’ and learners’ collaborative knowledge-building”
This collection of papers on In-sessional teaching of EAP is drawn from a Professional Issues Meeting (PIM) held at London School of Economics on 19 March 2016 and is edited by Sarah Brewer, Alison Standring and Gemma Stansfield with an Introduction by Ursula Wingate.
The Competency Framework for Teachers of English for Academic Purposes is a result of the TEAP Working party and was published in 2008. It is the foundation of the BALEAP TEAP Fellowship Scheme for individual accreditation.
This is a collection of short reflections by a wide variety of EAP practitioners on “doing research” in a wide variety of ways. EAP practitioners considering research projects of any scale, from classroom action research to a full-blown PhD, will find this collection of “snapshots” an inspiring resource.
BALEAP has carried out research into the competencies required by students studying in UK universities at Master’s level. The results of this research are available as the BALEAP Can Do Framework.
