English Across the Curriculum (EAC): Alternative Models of Implementation, Processes of Intervention, and Initial outcome
Jose Lai, Olive Cheung, Christelle Davis, Allen Ho, Helen Lavender, Ella Leung, Steven Yeung, Arlynn Alarcon, Katheleen Choi, Carmen Li, Paul Pan
The English Across the Curriculum (EAC) project, funded by the Teaching Development and Language Enhancement Grant (TDLEG), was formally launched in 2016 as an institutional movement at The Chinese University of Hong Kong. This three-year project includes but extends the acquisition and use of English in formal English course settings to other subjects and disciplines by setting up Communities of Practice (CoP) collaborative projects with content teachers. The aims of this EAC project are threefold: 1) explore different academic literacies and help to develop among both content teachers and students a heightened awareness of language use in different disciplines; 2) support content teachers in implementing an assessment approach that encourages a dual attention to content and language; and 3) encourage content teachers to assume a stronger ownership of language education in an English as a second language (ESL) setting. Supported by six co-supervisors, 25 ELTU teachers, and four project staff, more than 16 CoP projects reaching out to nearly 3,000 students have been launched with some 35 content professors from eight faculties and one college to date. This poster will describe the different requests from collaborators, introduce the different implementation models adopted to cater to the diverse needs and settings of each programme, detail the processes of intervention, and report on the initial outcomes of this large-scale project.