Teacher’s quality as the crucial problem of esp2 task 3


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Teacher’s quality as the crucial problem of esp2 task 3

  1. 1. Teacher’s quality as the crucial problem of ESP in Indonesia Iska Dinarristy 0807312 3A2
  2. 2. The issue <ul><li>“ Who is qualified to monitor an ESP classroom: a content specialist or a language teacher?” </li></ul>? ?
  3. 3. Definition of ESP <ul><li>English for Special or Specific Purposes (ESP) is a movement </li></ul><ul><li>based on the proposition that all language teaching should be tailored to the specific learning needs of identified groups of students ( Hayati, A Majid. Shahid Chamran University, Iran ) </li></ul>
  4. 4. Who is the practitioner and the learner? <ul><li>Most the practitioners of ESP are teacher of adult for students (adults) who have a common vocational or educational concern for learning English and who bring content knowledge of their field of study and well-developed learning strategis. (Tabatabaei, Omid) </li></ul>
  5. 5. Classification of the practitioner Who is qualified?? Practitioner of ESP A content (subject) Specialist Language teacher
  6. 6. But… <ul><li>Some teachers who are fluent in using English but their knowledge of specific field (e.g. medical, engineering) they are teaching is weak. </li></ul><ul><li>The evidence: </li></ul><ul><li>Many students ask people majoring in English to translate their English text related to their specific field of study. </li></ul>
  7. 7. Requirements of ESP teacher <ul><li>● A positive attitude towards ESP content </li></ul><ul><li>● A knowledge of the fundamental principles of the content </li></ul><ul><li>● An awareness of how much they probably already know </li></ul><ul><li>(Hutchison and Waters. 1987) </li></ul>
  8. 8. How far the ESP teacher should know of the students’ specialism? <ul><li>The students are experienced in their specialism or not </li></ul><ul><li>Consider the sponsor’s requirements: specific teaching of aspects of the specialism </li></ul><ul><li>Take into consideration the students’ views about the role of the teacher and the nature of English language teaching </li></ul>
  9. 9. The problem of teachers in improving their teaching and learning ability The problem Lack of innovation efforts Weak motivation An ignorance towards various development Lack of supporting facilities
  10. 10. Some efforts improving teachers’ ability The efforts Emerging teachers’ creativity Training and workshop Frequent supervision Micro Teaching
  11. 11. What about subject-teacher specialist? <ul><li>The impact, subject-teacher specialists are anxious to convert to language teacher, would have to take the training in areas basic language teaching skills as well as relevant linguistic information which the subject teacher does not presumably possess. </li></ul>
  12. 12. Recommendation <ul><li>An ESP teacher should not become a teacher of subject matter, but a teacher of English through a subject matter </li></ul><ul><li>ESP teachers should be educated so that students’ needs are met in both a learner-centered and a warm atmosphere. </li></ul>
  13. 13. REFERENCES <ul><li>Hayati, A Majid. 2008. Teaching English for Special Purposes in Iran: Problems and suggestions (Journal) / http://ahh.sagepub.com/cgi/content/abstract/7/2/149 </li></ul><ul><li>Subarman, Enggus. 1991, Kemampuan Dasar Guru Dalam Proses Belajar-Mengajar . Bandung: PT. Remaja Rosdakarya </li></ul><ul><li>http://findarticles.com/p/articles/mi_6730/is_1_33/ai_n28455826/pg_3/?tag=content;col1 </li></ul>
  14. 14. Thank you for your attention