EEE

Electronic and Electrical Engineering (EEE)

Context

Rationale - no EL provision

Student cohort: 2 + 2 SBC

Key Findings

• Students do not need to use all 4 skills equally at this level
• some rhetorical functions are more important than others
• the students are not 'language learners' as Language Centre students are
• perceptions of success and integration vary

Writing

What to teach?

• link with their other modules?
• how to study a language?
• the most common types of interaction?
• the most common language functions?

Reflective journal on learning that week / process

Posts/ emails Q & A blog

Lab report

Project with diagrams / screenshots etc.

Project report

Listening

Lectures

Labs: screencasts, tutor/assistant on hand

Workshops / example classes

Tutorials (plagiarism, presentations etc.)

Reading

2 modules: read before class - VLE

Textbooks

Handouts in class

Predominantly with symbols / pictures / diagrams. Just text is a rarity.

Speaking

Asking questions (contrast with other students; effects on staff >> assumptions)

Presentations (app sales pitch semester 1, poster presentation embedded systems semester 2)

Typical functions:

• defining
• describing processes / flowcharts
• explaining
• expressing reasons and results / cause and effect
• justifying choices