School of Languages and Linguistics - Research Publications

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Start date: 2005 × End date: 2005 × Author: Morton, Janne ×

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    Selling Your Design: Oral Communication Pedagogy in Design Education
    Morton, J ; O'Brien, D (ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD, 2005-01)
    Good design skills are the main focus of assessment practices in design education and are evaluated primarily by drawings and models. In some settings, design studio pedagogy tends to reflect only these content-oriented assessment priorities, with minimal attention paid to the development of oral communication skills. Yet, in many professional contexts, architects need both sets of skills: design competence and the ability to articulate designs for an audience. This paper explores two approaches to oral communication pedagogy in design education - a public speaking approach and a genre-based linguistic approach - and then applies one particular linguistic approach to novice design studio presentations. Based on the findings of this study, we argue that the linguistic, genre-based approach can best offer language-based, discipline-specific description of performance strategies, rhetorical structures, and the linguistic realizations of such structures. Such information can contribute to improved pedagogical practice in the design studio.
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    Credit-Based Discipline Specific English for Academic Purposes Programmes in Higher Education Revitalizing the profession
    Melles, G ; Millar, G ; Morton, J ; Fegan, S (SAGE PUBLICATIONS LTD, 2005-10)
    In the UK, North America and Australia, credit-bearing discipline specific English for Academic Purposes (EAP) courses are seen as a challenge to remedial views of English as a Second Language and a key element in revitalizing a profession on the periphery of the institution. However, the EAP field has to confront not only institutional challenges to its acceptability as a discipline but also tensions within the field. In this article we examine the tensions which underpin current and future directions in the field, review the development of credit-based EAP courses in the US, UK and Australia, and illustrate our discussion with a case study from the University of Melbourne. We conclude by arguing that discipline specific credit-based EAP offers promising hope for the future of the EAP discipline in higher education, but that to achieve this end the field and practitioners need to find a position between critique of and accommodation to discipline specific content.