“The paper I have chosen is Staples et al. (2016), which can be found here: https://doi.org/10.1177/0741088316631527 I have chosen this paper as I often feel the notion of being concise in STEM discourses can be problematic in that it may be misleading in terms of depth and in terms of how syntactically challenging concision can […]

Presenters Natasha Rust, University of Leeds Sanchia Rodrigues, University of Warwick Aaron Woodcock, University of Reading Lori-Ann Milln, University of Southampton Abstract The BALEAP STEM SIG was developed to connect EAP practitioners working within Science, Technology, Engineering and Mathematics, with the aim of collating our practice, initiating scholarship and research collaborations, and supporting the transition […]

Presenter: Anna Murawska, University of Leeds (UK) “I have chosen Kwan et al. (2012) as, being a disciplinary outsider, I do not always know how to support students’ literature review writing; the paper also links to my scholarship interest in linguistic expressions of criticality in novice scientific writing. The authors look at what is being […]

Presenter: Jane Sjoberg, University of Birmingham (UK) Abstract Critical thinking and the ability to demonstrate critical analysis are higher order learning skills that all students are expected to demonstrate in order to achieve good grades. Academic literature and academic English support texts are available on this topic (e.g. Hadley and Boon, 2023). However, though some […]

Jenifer Spencer Freelance Language Consultant and AuthorEAP Essentials. Garnet Education (UK) Abstract In writing materials for specialist courses and editing PhDs and papers, I have obtained insights into parts of the student and scholarly writing processes that are not always available in the context of classroom EAP teaching, or are very time consuming for busy […]

Laura Connolly and Livia Pataki University of Reading (UK) and Nanjing University of Information Technology and Science (China) Abstract Engagement, interaction and improving grades are all key considerations for teaching any group of learners. This case study focuses on the teaching and learning of a cohort of Mathematicians studying English for Specific Academic Purposes on […]

Ros Davies and Laura Duncan University of Southampton Overview We will share our experiences of supporting students studying BMIT Bachelor of Medicine (International Transfer), MSc Health Sciences and MSc Audiology with both clinical and academic skills. Join the Teams meeting using this link

Next week, there will be the opportunity for an informal STEM SIG discussion where everyone is welcome to share: If you would like to come along, the link is: https://teams.microsoft.com/l/meetup-join/19%3aEUqYhSGRUN74Cc0gI18RFc4s6f6FYj-o8s7vmIFras81%40thread.tacv2/1715106278676?context=%7b%22Tid%22%3a%224a5378f9-29f4-4d3e-be89-669d03ada9d8%22%2c%22Oid%22%3a%22bd2923c9-81a4-4c0b-a6be-73dbe8869dbb%22%7d

Tuesday 18th June 4pm Legitimation code theory (LCT) is becoming a known and key framework within EAP literature and scholarship with an extension to syllabus design and practitioner classroom practice and development (Kirk, 2022). While we are able to find published work and applications of LCT within EAP, we believe the BALEAP STEM SIG should […]

Are you new to STEM contexts? Or are you looking for new ideas?   Join Tasha Rust (University of Leeds) and Aaron Woodcock (University of Reading) on Wednesday 9th October at 4pm on MS Teams for an informal tea-time Q and A session.   Both Tasha and Aaron are committee members of the BALEAP STEM SIG. Tasha […]

Join Laura Duncan (University of Southampton) and Aaron Woodcock (University of Reading) for an informal ‘Tea-time Teams Meet’ to explore the Hidden Language Around Equations. Bring a cup of tea and settle in as we uncover the linguistic fundamentals behind equation verbalisation in teaching and research. We encourage you to bring examples from the fields […]

How can we teach STEM communication without ourselves falling into over simplistic generalisations? “Engineers just write reports – they don’t need to know how to write essays” “Scientists don’t need to speak” “The passive is really important– you can’t use personal language in STEM writing” “The Methodology is written in the past simple” What misconceptions […]