In this talk we will reflect on the challenges facing students who actively use English in different areas and situations in their lives. We will also explore what different needs these students can have and will look at implications for choosing texts and materials.
22. “ I graduated with a BA in Linguistic Studies from the University of Colorado in 2009” “ I read Economics at the Boston School of Economics. I then completed a Master’s in Corporate Management at...” “ I also hold an MBA in Marketing...” Describing education, skills and experience
39. “ This is Ed” “ I don’t think you’ve met Ed” “ I’d like you to meet Edward” “ May I introduce Mr. Porter” “ It’s a great pleasure to introduce you to Mr. Porter”
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52. “ This is Ed” “ I don’t think you’ve met Ed” “ I’d like you to meet Edward” “ May I introduce Mr. Porter” “ It’s a great pleasure to introduce you to Mr. Porter” Purpose Communication
75. Víctor Alarcón Get in touch [email_address] Follow valarconcot.wordpress.com
Editor's Notes
Why? Several reasons
1 reason Teachers research into pblished material , to make our work easier Genuine interst and fascinationwith these lalbel / mottoes They make a lot of/ perfect sense Useful / use it for something not just some theory/rues
Short-cut / umbrella term which encompasses these labels Not disputing them Quite the contrary: embracing them
Will go back to these concepts one by one Interesting concepts, on their own, can prove insightful
Needs analysis Doesn’t come as a surprise anymore: Using english: reading books / watching films TV series / listening to music Work: read in english / deal with international firms or companies / on the phone / via email or letters. Perhaps also more complex situations like presentations / negotiations travelling: planning a trip / function & communicate Related to the last 2: parts of their academic curriculum is taught in English / pursue studies abroad. These are real needs which need to be taken into account when designing and choosing content Which Students? Level?
Stdents trying to reach B2 level and striving / trying to push towards C1: tendency to plateau. Hopefully come up with ways of breaking the plateau
We would have a case for not forgetting these general areas of interest / quite specific We need to cater for these needs of specialisation
Focus of the talk today. Not deal with tasks/activities /
Diferent areas in English for Spoecific Purposes Cater for diffreent professions, we cannot expect to incorporate in more General English courses
Think in broader terms : Professional E: appropriate term Core Skills: Transferable skills
Aside from working on core skills, another criteria for selecting input: focus on content which is specific in nature and is rich in topic-related language (vocabulary)
Aside from working on core skills, another criteria for selecting input: focus on content which is specific in nature and is rich in topic-related language (vocabulary)
Aside from working on core skills, another criteria for selecting input: focus on content which is specific in nature and is rich in topic-related language (vocabulary): Adjectives describing qualities Colocations Synonyms and near-synonyms / related words Current Acronyms
Aside from working on core skills, another criteria for selecting input: focus on content which is specific in nature and is rich in topic-related language (vocabulary)
We can start drawing up a list of implications / criteria for selecting texts
In English for work-related purposes we need toi think of people already in a job, holding a position But we can’t forget those in a job-seeking situation: Skills and micro-skills Another focus emerges: communication skills (face-to-face, on the spot, spoken)
We’ve mentioned : training / education ... Another REAL need: English for academic purposes
Use the right language: topic-specific
We can start drawing up a list of implications / criteria for selecting texts
ESTA
UNDERSTAND!! Real!
We need to understand dense and long-winded texts
Global : key word Refers to cultural diferences: Will not go into the range of topics and skills which could be worked on.
We want texts with MULTIPLE IMPACT Cultural awareness ( sociocultural competence)
Text from a messageboard: written in form but in a way has a lot of features of spoken language: very interesting for the language learner
Full of culturally relevant concepts: accents/ class / standard of living / social perceptions of geography Positive attitude towards cultural differences
Colloquial language
We want texts with MULTIPLE IMPACT Cultural awareness ( sociocultural competency) Rich in register ( sociolinguistic competencies) : the choice of register is determined by the social relation of the people communicating
Different exponents with different degrees of register. From less formal to more formal . Greater language command would mean having all the repertoire and possessing the ability to choose from the different options. NOTICE : IN THESE EXAMPLE WE DO NOT FIND LANGUAGE which is terribly informal/ colloquial. We move from more neutral register / appropriate for casual / friendly contexts. YES: students at b2/ c2 levels need EXPOSURE & INTERACTION / engagement with texts which are formal in nature. Also understand WHY we choosea more formal register
The resons for using formal language seem to be clear: We don’t know each other Something wrong has happened Someone is angry Power-relation ALSO NEED to raise Awareness of what makes a text formal in terms of languege / what language choices
We can identify some FEATURES AND POIONT THEM OUT of what constitutes formal language Repertoire of language features /language choices WHICH CAN BE APPLIED IF WE WANT TO PRODUCE text which is formal in nature
This would include linkers Extending the vocabulary range & repertoire of students in terms of register is one of the big challenges
We need to work with texts with formal features : typically long texts (letters) BUT ALSO with diferent exponents of LANGUAGE FUNCTIONS: Introductions, greetings, farewells, congratulating,. Complaining, > improve communication skills / function in social contexts. Notice we don’t have here language that is too colloquial (rather more neutral, appropriate for non-formal situations) We need to expose S to more colloquial language in nature. (exercising caution). But at the end of the day it’s out there.
We need to work with texts with formal features : typically long texts (letters) BUT ALSO with diferent exponents of LANGUAGE FUNCTIONS: Introductions, greetings, farewells, congratulating,. Complaining, > improve communication skills / function in social contexts. Notice we don’t have here language that is too colloquial (rather more neutral, appropriate for non-formal situations) We need to expose S to more colloquial language in nature. (exercising caution). But at the end of the day it’s out there.
Closer / intimate relationship: text has got a chummy tone Humourous / less seroiuos : no power-relation. Doesn’t want to sound authoritative or academic
In this example i particular: there’s different colloquilal synonyms as a cohesion device ( avoid repetition) (talk / rap) (pal/ peer): awareness of this can be a useful strategy for learners in terms of comprehension Do we want S to PRODUCE this language ?? Not so sure. Want to raise an awareness of WHY one user is resorting to more informal/ colloquial language :
We’ve lloked at implications for choosing texts: what goes on in the classroom Our focus was also outside the class : can’t control waht happens outrside the class : FOSTER AUTONOMY AND ALLOW & ALLOW FOR INDEPENCE / CHOICES
ONE WAY OF DOING THIS IS SETTING UP SOME KIND OR READING PROGRAM / class library : AS MUCH VARIETY AS POSSIBLE / STUDENTS CAN CHOOSE WHAT TO READ ACCORDING TO INTERESTS & PREFERENCES. THINKING IN THOSE TERMS WE HAVE A CaSE FOR ALLOWING NON-FICTION
THINKING IN THOSE TERMS WE HAVE A CSE FOR ALLOWING NON-FICTION: BROAD RANGE OF TOPICS AND AREAS OF INTEREST / DIFFERENT LANGUAGE EXPERIENCE FROM LITERATURE.
5 hundred billion
Pardon my french
Language interest: Certain passages can prove interestin for language reasons, why certain language is used or the function of language choices Contextualised Content interest: it’s a low-risk scenario to deal with perhaps sensitive topics / that wouldn’t make sense / difficult to introduce from other sources from a passage relate to to whole text , find out / hypothesize about the characters the characters
Pardon my french
This key word has already put in an appearance, but we haven’t paid much attention. Familiarity with the idea of can-do statements> language functions
