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Teaching foreign language for specific purposes (1)

This document discusses English for Specific Purposes (ESP) and the training of ESP teachers. ESP has developed its own methodology based on meeting the specific language needs of learners for their professions or academic studies. ESP courses are goal-directed and constrained by time. ESP teachers play various roles including teacher, course designer, researcher, collaborator, and evaluator. Training for ESP teachers includes selection, continuing personal education, general professional training, and special training in teaching a foreign language with an emphasis on skills, information, and theory.

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ESP Mariel Matta- Laura Ramirez- Agustina Ondano Teaching foreign language for specific purposes: teacher development
Introduction:  It is believed that ESP has developed its own methodology.  ESP→ Practical outcomes  The theory of ESP is based on specific nature of the texts that learners need knowledge of or need-related nature of teaching.
What is ESP?  A phenomenon grown out of a number of converging trends: 1) The expansion of the demands for English to suit specific needs of a profession. 2) Developments in the field of linguisitics. 3) Educational psychology. (learner’s needs and interests)  « It is an approach rather than a product» Hutchinson and Waters (1987).
What is ESP?  Strevens’ (1988) makes a distinction between: a) Absolute charactersitics: ESP is designed to meet specific needs of the learner- use the methodology and activities of the discipline it serves- ESP is centred on the language (grammar, lexis,register) b) Variable characteristics: Language skills to be learned  Robinson defines ESP on two criteria: a) ESP is goal directed b) ESP courses are constrained by a limited time period in which their objectives have to be achieved and are taught in homogenous classes.
Types of ESP  ESP is divided into 2 main areas according to when they take place: a) English for academic purposes (EAP) b) Egnlish for occupational purposes ( EOP)  Another division divides EAP and EOP according to discipline or professional area a) EAP (science and technology, medical purposes, finance and economics, English for business, etc.) b) EOP (English for professional purposes and English for vocational purposes)
Types of ESP  The classification of ESP courses creates numerous problems by failing to capture fluid nature of the various types of ESP teaching and the degree of overlap between them
Features of ESP courses 3 common characteristics to all ESP courses:  Authentic material: in intermediate and advanced level, given by teachers and /or in self-directed research.  Purpose related orientation: simulate target situation.  Self direction: turn learners into autonomous users.
Roles of ESP teachers “Practitioner” rather than teacher, since ESP work involves much more than teaching. There are several roles a practitioner can have:  As teacher: helps students to learn, but is not the carrier of content. Relation of partnership.  As course designer and material provider : selects a particular textbook (if exists one that fits students’ needs) and finds supplementary material. Then he/she assesses the effectivity of the materials chosen.
Roles of ESP teachers  Researcher: there has been growing research in ESP. Teachers have to be in touch with the research and incorporate the findings into their classes..  As collaborator: works with the help of a subject specialist. There is integration between specialist studies and activities and the language. Even the language teacher and the subject expert can team- teaching classes.
Roles of ESP teachers  As evaluator: tests students to assess if they have the necessary language and skills for an academic course or a career (IELTS, TOEFL). Also, he/she assess students’ achievement within a course. Finally, he/she evaluates the course design and teaching materials.
Training of ESP teachers Most teacher training courses contain four basic elements: Selection: Not everyone can become a teacher. There should be adequate pre-training or post-training selection procedures. Continuing personal education: teachers should be well- educated people. Variations in personal education: a) Simultaneously with their professional training. b) Consecutively by the fourth year of the course. c) In-service courses. The main assumption is that graduates’ level is insufficient.
General professional training as an educator and teacher: what all teachers need to know: educational psychology (nature of education), outline of the organization of education; awareness of moral and rhetorical function as teachers; knowledge and skill in class management, discipline and handling various groups of students; knowledge and skill in basic functional techniques and understanding teacher-learner interactions; acceptance of the preparation of lessons; understanding the role of curriculum, syllabus and materials; to be committed to keep in touch w/ the teaching profession. Training of ESP teachers
Training of ESP teachers Special training as a teacher of a foreign or second language: the training can be made simpler if we make three distinctions: 1-Skills which deal with the command of language, techniques and classroom activities, and the management of learning. 2- Information which it’s divided into three parts: information about education, information about the syllabus and materials, and information about language. 3- Theory this is a component found when trainees have reached a sufficient level of personal education and are preparing themselves to teach a high-level course.
Conclusion ESP teachers are not specialists in the field they may be teaching but in teaching ENGLISH. ESP teachers provide the tools for students to deal their knowledge in English. The material should be provided by specialists or professionals in the field. The material must be authentic, up-to-date and relevant. ESP training network is necessary.