Log in
Search

Week 8: Using the EAP standards and Wide Reading standards

  • Public
Last updated by Breda Matthews

Hi everyone,

       We have an outstanding request from Joanna Wadsworth who is looking for a teacher to share ideas on using the EAP standards and EAP programming. Please offer assistance if you can.

 

A key thing to note is that the EAP standards are not a ‘soft’ option. They are academically rigorous standards designed to prepare students for tertiary study. For a significant number of students achieving these standards is a two year journey. That said, these standards are extremely good preparation for university, enable a transactional rather than literary focus, allow students to study texts and topics that are more similar to the texts they are studying in their other subjects or those they will be studying at tertiary level.

 

Don’t forget that there is an EAP group on the VLN where teachers share resources. If you are not a member your will need to join the VLN, complete your profile (this is essential) and then go to the EAP group and click ‘Join group’ which is at the top on the left.

 

On other communities

 

English Online have discussed both the Level 1 and Level 2 Wide Reading standards and I thought this conversation might be of interest to our community. The original questions asked if students could achieve if two of the six of the personal responses were not achieved. Here is David Schaumann’s response.

 

This issue about the wide reading does seem to raise its head quite frequently - and the National Facilitators have addressed this in the past - I remember it well, so feel confident I can clarify this.

 

The text Tania quoted is as follows: "Teachers must be confident that the student has independently read all 6 texts. Students must form personal responses to all 6 texts. Teachers must be confident that there is sufficient evidence across all responses that the grade is met. The majority of responses must be at the grade, and the other/s close to that grade boundary."

 

This means that neither 6 out of 6 at a given level is correct, nor is 4 out of 6 at a given level correct.

 

In practice, 4 achieves and two high NAs, close to the boundary, would provide evidence a candidate was at achieved level.  

 

Four achieves and two Low NAs would not.  I suspect this was a response to the phenomenon of students getting four in, at a given level, then submitting two more half-hearted attempts to meet the requirements with little effort - in which case, this is an eminently sensible change.  

 

The same goes for the higher grade boundaries.  So ... four at the level, and two close to it.  The definitive word.

 

Primary ESOL Online discussed recognising individual differences.

 

Have a great week

Breda

 

Breda Matthews

Facilitator: Secondary ESOL community 

 

To post to the list email: secondaryesol@lists.tki.org.nz

 

To unsubscribe from the list, please visit 

http://esolonline.tki.org.nz/ESOL-Online/Community/Mailing-lists/Secondary-ESOL