More than Language—Evaluating a Canadian University EAP Bridging Program

Abstract

This article highlights findings from evaluation of a bridging program for international students at a large Canadian university. Designed specifically for the postsecondary context, the program moved along the continuum from a general, skills-based approach to English for Academic Purposes (EAP) teaching and learning, in which the focus may be on developing linguistic and communicative strategies common across academic subject areas, toward an approach that emphasizes context-specific, disciplinary uses of language. This shift from general to specific reflects the program’s interest in cultivating a more embedded, discipline-specific model for language teaching and learning in higher education, toward an English for Specific Purposes (ESAP) framework. Understanding this approach from a disciplinary literacy lens, the article describes the program model and examines relations among students’ language proficiency assessments, performance in the program, and subsequent performance in degree programs. 
 Le présent article illustre les conclusions de l’évaluation d’un programme de transition pour les étudiants internationaux d’une grande université canadienne. Conçu spécifiquement pour le contexte postsecondaire, le programme progressait le long du continuum à partir d’une approche générale fondée sur les compétences de l’enseignement et de l’apprentissage de l’anglais académique (EAP), démarche pouvant mettre l’accent sur le développement de stratégies linguistiques et communicatives communes à toutes les matières académiques, pour passer ensuite à une approche qui met en relief un niveau de langue adapté à certains contextes et certaines disciplines. Ce passage du général au spécifique reflète l’intérêt du programme à cultiver un modèle d’enseignement et d’apprentissage des langues plus intégré et plus spécifique dans l’enseignement supérieur en préparation pour un cadre d’enseignement de l’anglais à des fins spécifiques (ESAP). Interprétant cette approche à la lumière de la littératie disciplinaire, l’article décrit le modèle du programme et examine les relations entre les évaluations de compétences linguistiques des étudiantes et étudiants, leurs résultats dans le cadre du programme et leurs résultats subséquents dans celui des programmes de grade universitaire.

Academic writing re-designed: Connecting languages and literacy in the assemblage of EAP

“…Over the past 15 years, Canadian universities have experienced a growth in EAP bridging programs which are designed to facilitate the transition of international students into higher education institutions through conditional admission (Van Viegen & Russell, 2019). Also known as pathway programs, EAP bridging programs focus on the English language skills required to develop linguistic and academic skills and the communicative behaviours associated with academic settings (Hyland & Hamps-Lyon, 2002;Leki & Carson, 1997).…”

Determinants of Word‐Reading Development in English Learner University Students: A Longitudinal Eye Movement Study

“…Trenkic and Warmington (2019) found no evidence of language development in a six‐week EFL program; indeed, the authors called for urgent research that can inform pedagogical interventions in this population. Some research aimed at examining the effectiveness of longer programs (an academic year) has used postprogram academic performance to gauge language development in bridging programs (e.g., Faulkner, Ryan, Hurley, & Wang, 2017; Heitner, Hoekje, & Braciszewski, 2014; Oliver, Vanderford, & Grote, 2012; Thorpe, Snell, Davey‐Evans, & Talman, 2017; Van Viegen & Russell, 2019). In short, longitudinal studies that can “clarify the developmental trajectories of second‐language learners” (Melby‐Lervåg & Lervåg, 2014, p. 428) are urgently needed.…”

Untitled

“…LCE has established a worldwide track record in motivating students, stimulating personal growth and lifelong learning, and developing communication skills, among other gains (Ahmed & Dakhiel;Van Viegen & Russell, 2019;Villacís & Camacho, 2017). However, the gains of LCE are claimed to be largely dependent on the way teachers perceive, and implement it, especially that it is portrayed not to belittle the teacher's role but, rather, to multiply it (Ilieva, Wallace, & Spiliotopoulos, 2019;Van den Branden, 2016), a premise that maybe challenging to many teachers (Kaymakamoglu, 2018;Yamagata, 2018).…”