Children It is true that these days the family structure has considerably shifted, and the changing roles of men and women in the family has become increasingly similar. There are several new forms of family composition, and in my opinion, these developments are not always desirable. In the past, nuclear families where parents and their offspring living together under one roof used to be prevalent. However, there is now a huge trend towards single-parent families due to more marriages ending in divorce, while the increase in cohabiting couple families and stepfamilies is probably a result of cohabitation and remarriage becoming much more acceptable.
Introduction EAP - English for Academic Purposes - refers to the language and associated practices that people need in order to undertake study or work in English medium higher education.
The objective of an EAP course, then, is to help these people learn some of the linguistic and cultural — mainly institutional and disciplinary - practices involved in studying or working through the medium of English. It is also considered to be ESP if we take Robinson'spp.
First, ESP is goal directed - the learners are not learning the English language for the sake of it, but because they need, or will need, to use English in their professional or academic lives. EAP learners are usually current higher education students or members of staff or they are hoping to go on to higher education after their EAP course.
They need to learn English in order to succeed in their academic careers. Second, ESP courses must be based on an analysis of needs, which aims to specify as closely as possible exactly what it is that the learners have to do through the medium of English. This means taking into account of the opinions of all the various stakeholders.
For an undergraduate student, this could mean the learner, his or her parents, and sponsors, present and future lecturers, examiners, administrators, materials writers etc. EAP, therefore, involves an attitude to learning and teaching that believes that it is possible and useful to specify what language and linguistic practices are required in a particular academic context and that it is worthwhile to focus teaching on this.
It is aso important to take into account the learning or study needs of the students, what they need to do in order to learn the language. The first stage in any EAP, and EPP or EOP, course, therefore, is to find out exactly why the learners are learning English and what language and practices they will need to pay attention to.
Often there is a very clearly specified period for the ESP course. Most EAP students are undertaking fixed term courses in preparation for a particular task — such as an essay, dissertation or conference presentation - or an academic course or they are studying English for a short time every week along with their academic courses or jobs.
ESP learners tend to be adults rather than children. Most EAP students are over 18 and they will either have made a difficult decision to study in an English medium university or, for example, researching, publishing or teaching in English may be a requirement.
Learners may need specialist language, but this is not necessarily so. It is the linguistic tasks — including language and practices - that the students will need to engage in that define the course. What texts will they need to read? What will my students need to do with this text and how can we help them to do it?
Students, for example, need to be able to understand their lectures, fellow students and textbooks and obtain good marks for assignments and examinations. The role of the EAP lecturer is to find ways to enable them to do this - getting their present tenses correct may not be as important as understanding the overall structure of the report they have to write.
A central role of the EAP lecturer or course designer, then, is to find out what the learners need, what they have to do in their academic work or courses, and help them to do this better in the time available.
An adaptation of Bellp. Course design model 2. Target Needs Analysis The starting point is to analyse the learners' target needs. This includes the language and related practices that they will need in their work or their academic courses.
These needs must be clearly researched as different subjects at different levels in different institutions or countries may have different needs Hyland, Undocumented or DACA Students.
We welcome applications from undocumented and DACA (Deferred Action for Childhood Arrivals) students. You apply in the same way U.S. citizens and permanent residents do, and your application will be considered the same way U.S citizens and permanent residents are, by the regional admissions officer responsible for where you attend high school.
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