in at the shallow end: supporting students of the graduate diploma in business and english
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In at the Shallow End: Supporting Students of the Graduate Diploma in Business and English. Chris Lyne John Bowden Faculty of Organisation and Management. Graduate Diploma in Business and English. Pre-Masters Diploma First intake January 2004 Approximately 40 students per year - PowerPoint PPT PresentationTRANSCRIPT
In at the Shallow End: Supporting Students of the Graduate
Diploma in Business and English
Chris LyneJohn Bowden
Faculty of Organisation and Management
Graduate Diploma in Business and English
Pre-Masters Diploma First intake January 2004 Approximately 40 students per year Vast majority from China and Taiwan (only 5
students in 3 years from other countries) Linguistic and cultural implications of
essentially monolingual / mono-cultural groups
Teaching and Assessment Pattern
Teaching takes place from January to end of July
"Semester 1" to mid-April "Semester 2" mid-April to end of July
Modules Semester 1
General English (delivered by TESOL staff) Business Skills in Context 1 Strategic Management
Modules Semester 2
Business Skills in Context 2 Global Governance International Strategic Operations International Financial Management Marketing
Business Skills in Context
Designed as a "hybrid" module Applied English, tailored to topics covered in
Business modules Exploits e.g. case studies from other
modules for language extension work Aims to ease students' introduction to
patterns of study, teaching and learning at HE level in the UK
Assessments: Business Skills
100 % coursework 3 assignments per semester Test 4 skills of reading, writing, speaking and
listening Written summaries Report based on an appropriate Business topic Business presentation on a topic decided in
consultation with the module tutor
Differences between Teaching and Learning Styles in the UK and China
UK China Group work Individual work Formative Summative
assessments assessment (exam) Emphasis on Emphasis on learning
critical opinions "correct" answer Analytical skills Rote learning Tutor is "equal" Tutor is "expert authority"
Students are faced with multiple challenges:
English language Culture shock Group work Continuous coursework assessment Concept of "no right or wrong answer" Relationship to tutor Concept of failure – progression not automatic
The "Four Ears" model Friedemann Schulz von Thun, 1981
The Four Ears
The fact aspect – information content of the message
The relationship aspect: clues to indicate orinfluence the relationship between the sender and the receiver of the message
The self-disclosure aspect: The sender
reveals something about him/herself
The appeal aspect: The message aims toaffect the receiver's behaviour
An Example of the Four Ears
The boss says to his secretary: "Miss Smith, the printer is out of paper"
Ears One and Two
Factual Aspect:
"The printer is out of paper"
Relationship Aspect:
"I'm the boss, it's not my job to make sure the printer has got paper in it"
Ears Three and Four
Self-disclosure Aspect:
"I'm displeased because I wanted to print something out and couldn't"
Appeal Aspect:
"Please re-fill the printer at once"
An Academic Example
The lecturer tells the group: "Please read the case study about Kutprice Supermarkets and we'll discuss it in the next lesson"
What the tutor means and what the student may hear
Tutor says: Student hears:
Factual Aspect
Read the case study Read (and memorize)
the case study
Relationship Aspect
Tutor Student
We will discuss I am the teacher, so I the case study and will tell you the
exchange ideas – right answers
I am interested in
your opinions
Self-disclosure Aspect
Tutor Student
I will be happy if you I do not want
come up with some to hear your ideas interesting ideas, I will tell you the arguments and opinions. right answers.
I want to hear your opinions. You must learn the correct answer.
Appeal Aspect
Tutor Student Please use the Please learn the facts
analytical tools I of the case study and
have given you wait for me to tell you
to come up with how to interpret them.
some good ideas of
your own.
Problems faced by students
Relatively low level of English (IELTS 4.5 +)
Presented with lengthy case-studies which they are expected to discuss in business seminars (12 pages long!)
Language used in the case-studies often contains idioms, metaphors and culture bound allusions, e.g. 'Pretty in Brown'
Learning activities
Course book "Market Leader"– written & reading comprehension skills in
business context plus oral activities.
Video and audio material: – semi-authentic (accompanying the course book)– authentic, e.g. Trouble Shooters, Dragon's Den,
BBC website
Learning activities (cont)
Preparation of case-studies used in the business modules:– worksheets designed to aid comprehension,
vocabulary acquisition & written skills.
– on-line activities with feedback: independent study to consolidate or prepare for work done in seminars.
http://my.shu.ac.uk/webapps/portal/frameset.jsp
Future developments
to develop the on-line materials– build in more on-line feedback so students can
work independently– exploit company websites for language learning– use audio and video links with questions – help with study skills– assist with cultural integration