Abstract:

Recent studies propose that language learning and science literacy share common cognitive and methodological aims ([1], [2]). Further to this, English for Scientific Purposes (EScP) can function as an interface for the development of interdisciplinary, innovative teaching strategies [3]. Within the framework of a course of English for Academic and Scientific Purposes in the fourth year of undergraduate studies at the Department of Biological Applications and Technology at the University of Ioannina, Greece, a series of classroom activities was developed aiming at cultivating self-action and student initiative and promoting innovation and creativity [4]. More specifically, activities involved activating students’ prior science knowledge as a means to improve oral, presentation, communication and writing skills in learning English as a foreign language.

In a series of lectures, namely Science Tea Party events, students were encouraged to discuss cutting-edge science in a format that involved plenary discussion with a focus on debating around cultural and philosophical implications of the papers presented. Next, students were requested to give short presentations on current science issues in their field of preference and were evaluated by their peers based on the originality of the delivery and the use of props. Through remote interviews via Skype of researchers based at Imperial College London and mock panel interviews of each other, students were challenged to discuss research projects and to present themselves efficiently in a professional setting. Finally, a series of creative writing exercises was developed to use artistic inspiration as a way to help students express themselves in writing and subsequently address and manage writer’s block in science writing.

The evaluation of the course by means of questionnaires denoted multiple benefits for the students. In conclusion, encouraging communication, initiative and interaction promoted learning and helped to create a joyful and creative atmosphere of cooperation in the classroom.

References:
[1] G. Z. Liu, W. Y. Chiu, C. C. Lin, and N. E. Barrett, “English for Scientific Purposes (EScP): Technology, Trends, and Future Challenges for Science Education,” in Journal of Science Education and Technology, vol. 23, no. 6, pp. 827-839, 2014.
[2] O. L. Chapman, “Learning Science Involves Language, Experience, and Modeling,” in Journal of Applied Developmental Psychology, vol. 21, no. 1, pp. 97-108, 2002.
[3] K. Hyland, “English for Specific Purposes,” in International Handbook of English Language Teaching (J. Cummins and C. Davison, eds.), pp. 391-402, Boston, MA: Springer, 2007.
[4] R. K. Sawyer, Structure and Improvisation in Creative Teaching. Cambridge: Cambridge University Press, 2011.

Keywords:

English for Scientific Purposes (EScP), good practices in EScP, innovative teaching activities, university education.