In-sessional Academic Skills provision using the CEM model: a case study at Heriot-Watt University

The CEM model entails three key concepts: contextualisation, embedding and mapping. Contextualisation refers to the context in which English for Academic Purposes (EAP) is presented and communicated to students. Rather than offering generic EAP classes, EAP specialists work with subject specialists to produce content-specific EAP support. Embedding refers to the perceived status or role of the EAP specialist relative to that of the subject specialists; Sloan and Porter (2010) argue that including the EAP programme in the published course timetable for students produced a ‘major cultural shift’ regarding how positively the EAP programme was perceived. Mapping is the process of ensuring that EAP support is specifically tailored to the students’ learning needs and outcomes throughout the course. This presentation will describe progress, issues and successes related to the implementation of the CEM model (Sloan and Porter, 2010). In a previous case study involving Heriot-Watt University and successes related to the implementation of the CEM model (Sloan and Porter, 2010). In a previous case study involving Heriot-Watt University and Northumbria University, Sloan, Porter and Alexander (2013) argue that the CEM model has the potential to change student and staff perceptions of EAP from a remedial service based on the deficit model of international students to a fruitful collaboration between subject and language specialists which supports and engages students. Since September 2014, we have been offering academic skills workshops on six postgraduate courses within the School of Management and Languages at Heriot-Watt University. The discussion will comment on the results of a recent survey to elicit student feedback on this provision. Furthermore, the academic skills provision at Heriot-Watt University will be evaluated with reference to the CEM model.