The document discusses Languages for Specific Purposes (LSP) and its relevance in the context of superdiversity and communication. It outlines key differentiations within LSP, including syntactic features and roles of tutors in facilitating learning. Various references are provided to support the theories and practices associated with LSP education.

1. What’s so special about LSP?
Benoît Guilbaud - The University of Manchester
Martin Kantus - Cambridge University
David Tual - Cambridge University
(Languages for Specific Purposes)

2. Introduction
LSP & superdiversity
Our provisions
Our purpose today

3. Towards a definition...

5. Towards a definition...
What is it?
Why a LSP provision?
LSP for beginners?

6. Differentiating LSP

7. Differentiating LSP
Horizontal disposition
Vertical stratification

8. Differentiating LSP
Horizontal disposition
Vertical stratification

9. Differentiating LSP
Horizontal disposition
Vertical stratification

10. Differentiating LSP
Horizontal disposition
Vertical stratification

11. Syntactic features Word formation
non-personal constructions (e.g.
passive voice)
nominalizations
pre-modifying constructions compound nouns/adjectives
specific collocations abbreviations/acronyms
... ...

12. LSP in practice
Double diversity
Opportunities for genuine communication
Specific objectives
Para-linguistic content and context

13. A tutor’s guide to LSP
Specialist knowledge
Student-centered by essence
LSP tutor as facilitator
Role reversal
Anxiety

14. Bungarten, T. (Ed.) (1993). Fachsprachentheorie. Todstett: Attikon
Council of Europe (2001). Common European Framework of Reference for Languages: Learning, Teaching, Assessment.
Cambridge: CUP.
Dudley-Evans, T. & St John, M. (1998). Developments in ESP: A multi-disciplinary approach. Cambridge: CUP.
Fluck, H.-R. (1996). Fachsprachen: Einführung und Bibliographie. Tübingen, Basel: Francke
Fluck, H.-R. (1998). Fachsprachen und Fachkommunikation. Heidelberg: J. Groos
French, R.B (1997), The teacher as container of anxiety: Psychoanalysis and the role of the teacher, In: Journal of
management education, Vol. 21, No 4 (November 1997), pp. 483-495.
Hoffmann, L. (1988). Vom Fachwort zum Fachtext: Beitrag zur Angewandten Linguistik. Tübingen: Narr
Holtzer, G. (2004). Du français fonctionnel au français sur objectifs spécifiques. Le Français dans le monde, CLE
international.
Mangiante, J.M. (2006). Français de spécialité ou français sur objectif spécifique: deux démarches didactiques distinctes.
http://dialnet.unirioja.es/descarga/articulo/4030419.pdf
Richer, J.J. (2005). Le Cadre européen de référence pour les langues : Des perspectives d’évolution méthodologique pour
l’enseignement/apprentissage des langues ?, Synergies Chine, n°1.
Rogiers, X. (2011). Des curricula en langues pour une meilleure insertion professionnelle: entre utilité et utilitarisme.
http://crefeco.org/intraweb/download/Conf%C3%A9rence%20de%20Xavier%20Roegiers.pdf
Stolze, R. (2009). Fachübersetzen - Ein Lehrbuch für Theorie und Praxis. Berlin: Frank & Timme
Thomas J. Coates and Carl E. Thoresen (1976), Teacher Anxiety: A Review with Recommendations, In: Review of
Educational Research, Vol. 46, No. 2 (Spring, 1976), pp. 159-184.
https://www.hesa.ac.uk/index.php?option=com_content&view=article&id=1899&Itemid=239
https://www.education.ie/en/Publications/Education-Reports/Framework-For-Consultation-On-A-Foreign-Languages-
In-Education-Strategy-For-Ireland.doc
http://www.orefq.fr/upload/document/EMPLOI_METIERS/PROSPECTIVE/enquete_langues_2010.pdf
http://www.pef.uni-lj.si/atee/978-961-6637-06-0/487-493.pdf
References