Swales (1980) discusses the need for flexibility in ESP program design and implementation in developing countries due to institutional and socio-cultural constraints. Among these is that ESP programs have low status since they are non-degree programs, resulting in inadequate representation and administrative constraints. To minimize these issues, Swales proposes collaborative efforts between ESP teachers, subject teachers, and administrators to modify programs towards desired goals. He also stresses the importance of understanding students' study habits and learning strategies within their educational environment.

1. Reasons why we
should have ESP
in the Philippines
Prepared by:
Robbie Liza Caytiles Arnee Importante Nadine Balestramon

2.  Swales (1980) describes his experience in ESP programming in the
third world.
 He states that flexibility in the program design and implementation
are important because there are constraints at institutional and
socio-cultural levels.
 Among others, he points to the fact that ESP program is a non-
degree program hence, it receives low status.
 This results in inadequate representation within the institution and
administrative constraints.

3. Swales (1980) proposes that to minimize the constraints,
collaborative efforts should be made between ESP teachers, subject
teachers and administrators to make necessary modifications towards
the desired goals.
In this respect, Swales also points out to the need for including
the learners' factors especially those related to their study
habits and learning strategies. As he puts it,
"....it is very important for a course designer to know not only
what his students can do and need to do but also to know what they
would be willing to do or could be persuaded to do within the confines
of their particular educational environment"
(p.68).

4. 1. The demand of English language teaching has been
increasing both in private sectors and in formal
institutions such as those in state and private
universities. This demand has been generated by
advances in commerce and industry which require
people to have adequate command of the
language both spoken and written.

5. 2. The result of English language teaching at the
secondary level has not been very encouraging despite
four years' study of English. At the tertiary level,
complaints from university teachers and employers show
that skills in English such as writing
reports, reading scientific books.
Taking minutes or taking part in
conversations or meetings.

6. 3. To develop well-rounded and skilful citizens
who are knowledgeable on multiple disciplines
as well as to promote systems thinking (i.e.,
each course should require understanding the
link between the environmental, economic,
political, and social dimensions;

7. 4. Popularize and develop preference for
sustainable lifestyles: This can be done by
increasing citizens' access to information on
sustainable practices at home, in the office, in
school, in the community, and in other settings
through various media and creative
communication means.

8. 5. Prepare the learners to enter the workforce, to
handle crises, to become resilient and responsible
citizens, to adapt to change, to recognize and solve
local problems with global roots, to respect other
cultures, as well as to create a peaceful and
sustainable society.

9. 6. It bears the mark of a global
curriculum in the sense that it advances
evidence-based and sound practices to
equally meet global, national, and local
educational expectations and needs.