BALEAP PIM GOLDSMITHS 91119 THE FUTURE OF EAP

BALEAP PIM, GOLDSMITHS 9/11/19 THE FUTURE OF EAP: ADAPT OR DIE? Can EAP in the UK survive Brexit? Dr Mary Davis, Oxford Brookes University

ADAPT OR DIE? • Adapt or die? How the Conservative party keeps power (Observer, 3/11/19) • Adapt or die? The importance of adapting to change in business (Customerthink, 2019) • Adapt or die? Can evolution outrun climate change? (CBSN, 2018) It is not the strongest of the species that survive, nor the most intelligent of the species that survive. It is the one that is most adaptable to change (Charles Darwin, 1859)

HEADLINES FOR UK HE • 50% of institutions have experienced a fall in numbers of students from the EU and 60% have lost staff to overseas institutions (Universities UK, 2019). • Connections with the EU through Erasmus+ and European research funding are being eroded, and changes in fees for EU students are likely from 2021 (Universities UK, 2019). • The consequences of Brexit in terms of the ‘hostile environment’, the rise of nationalism and xenophobic attitudes in the UK have made it more challenging for universities to appeal to overseas students (Guardian, 2019)

MORE RISKS OF BREXIT • UK HE risks losing its status as a collaborator of choice in vital research • The UK will lose existing academic talent from the EU • Universities will experience sudden, steep declines in EU student enrolments (Universities UK, 2019) • International staff made up 30% of all academic staff in 2017 (Universities UK, 2018)

COMPETITION FROM ELSEWHERE • Numbers of international students are stagnating overall in the UK, despite the global number increasing (Juub, 2018) • Development of ‘European English’ – new English to use as lingua franca in EU politics and education (Seidlhofer and Widdowson, 2017) • German universities may benefit most – as central research partner and provider of courses taught in English (Education Journal, 2018)

CONSEQUENCES FOR EAP IN THE UK • Any fall in overseas students can have significant impact on EAP practitioners, as their core work is likely to rely on the international market. • Drops in EU and other non-UK student numbers hit EAP practitioners harder, because of their uncertain status in institutions, working on temporary contracts and doing seasonal work (Ding and Bruce, 2017). • Many pre-sessional programmes also rely on recruiting EU-based staff – based on job adverts and comments, it is becoming more difficult to recruit them.

EAP AND BREXIT - WORKSHOP Aims: • to provide an opportunity for critical debate on Brexit and EAP • to attempt to develop recommendations for EAP practitioners to find creative ways of working despite the UK’s current political environment.

QUESTIONS TO CONSIDER: HOW WILL BREXIT IMPACT EAP? How will Brexit affect you directly? How will it impact your university? How will it impact the programmes you work on? How will it impact your students? How will it impact your work opportunities?

WHAT CHANGES ARE NEEDED? HOW CAN THE IMPACT BE MITIGATED? What changes will you have to make to your work? What changes will you have to make to your programmes? What changes will happen with your students? What changes will happen at your university? What can you do to mitigate the impacts and changes?

RECOMMENDATIONS (FROM WORKSHOP) • Get involved in university strategies (eg widening participation, inclusivity, internationalisation) • Refocus EAP as academic skills for all • Expand your own role beyond EAP

REFERENCES Adams, R. (2019) EU students could face higher fees to study in the UK from 2010. Guardian, 28/4/19 Available at https: //www. theguardian. com/education/2019/apr/28/eustudents-could-face-higher-fees-to-study-in-uk-from-2020 Ding, A. and Bruce, I. (2017) The English for Academic Purposes Practitioner: Operating on the edge of academia. Cham, Switzerland: Springer International. Education Journal (2018). German universities likely to benefit from Brexit. 331, 7 Juub, E. (2018). You say stability, I say stagnation. Universities UK https: //www. universitiesuk. ac. uk/blog/Pages/You-say-stability-I-say-stagnation. aspx Seidlhofer, B. and Widdowson, H. (2017). Thoughts on independent English. World Englishes, 36(3), 360 -362. Universities UK (2018). How can the government ensure universities are best placed to maximise their contribution to a successful and global UK post-EU exit? Available at https: //www. universitiesuk. ac. uk/policy-and-analysis/reports/Pages/policy-priorities-post -exit. aspx Universities UK (2019). Majority of universities well prepared for no-deal Brexit, but continue to fear negative impact. Available at https: //www. universitiesuk. ac. uk/news/Pages/Majority-of-universities-well-prepared-forno-deal-Brexit; -but-continue-to-fear-negative-impact. aspx