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Educ 1816 content esl new


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Developing workplace or content-specific ESL instruction

Published in: Education
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Educ 1816 content esl new

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  2. 2. EDUC 1816: Teaching Content ESL American Culture & Language Institute, TESOL Certificate Program Northern Virginia Community College
  3. 3. Overview • • • • • What is Content ESL/ESP? Origins of ESP ESL Course Design Materials Adaptation Putting it into Practice
  4. 4. What is Content ESL? “ESP is an approach to language teaching in which all decisions as to content and method are based on the learner’s reason for learning.” Hutchinson & Walters, 1987
  5. 5. What is Content ESL? • Focus on learner’s needs on the job • Content specific – pragmatics, speech acts, jargon • Most often used with adult learners • Designed for intermediate to advanced level students • Often called English for Specific Purposes (ESP)
  6. 6. A Comparison General ESL Children or Adults Study ESP Adults Work Language as Content School Subject Four language skills taught equally Language in Context Real-World Focus on language skills most needed for work
  7. 7. Origins of ESP • World War II created growth in scientific, technical, & economic activity worldwide • English as lingua franca • Linguistics changed to focus on learners’ needs – Pre 1980s: focus on features of language + accuracy – Post 1980s: focus on language use in the real world + fluency
  8. 8. English for Social Science (ESS) English for Science & Technology (EST) English for Business & Economics (EBE) English for Academic Purposes (EAP) English for Academic Purposes (EAP) English for Academic Purposes (EAP) English for Occupational Purposes (EOP) English for Occupational Purposes (EOP) English for Occupational Purposes (EOP)
  9. 9. Case in Point • ESL students working in the health-care field would study English for Science & Technology (EST) English for Dental Technicians (EOP) • Greeting patients • Interviewing patients & writing notes • Advising the dentist and patient English for Medical Studies (EAP) • Reading textbooks • Writing reports/papers • Speaking with the professor & classmates • Listening & note taking
  10. 10. Try It! • Choose a type of ESP – Social Science (ESS), Science & Tech. (EST), or Business & Economics (EBE) • Choose a subtype – English for Occupational Purposes – English for Academic Purposes • List three pragmatic acts or speech acts • Present to the class
  11. 11. ESP Course Design • Observe the worksite/educational institution to identify pragmatics, speech acts, & vocabulary. • Conduct a needs assessment of major stakeholders. • Identify a methodology to promote real-world practice. – TBLT or TPR for example
  12. 12. ESP Course Design (cont.) • Design activities so that students practice – – – – Productive and receptive skills Rehearsed and spontaneous speech acts Problem solving Correct vocabulary (register) for the workplace • Assess students’ success in meeting their goals.
  13. 13. Materials Adaptation “ ESP teachers find themselves in a situation where they are expected to produce a course that exactly matches the needs of a group of learners, but are expected to do so with no, or very limited, preparation time.” Johns, 1990
  14. 14. Materials Adaptation (cont.) • Create a resource bank of job-related realia – Forms – Pamphlets or brochures – Instruction manuals • Adapt ESL textbook activities • Search YouTube for Dos & Don’ts of workplace or institutional behavior
  15. 15. Put it into Practice • In pairs: – Choose a field and subfield of ESP. – Go to a local business and observe the pragmatics, speech acts, and vocabulary. – Collect any job-related realia – Create a 10 minute ESP mini lesson. – Teach the class.
  16. 16. Local Business