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The Esp Teacher: Issues, Tasks, and Challenges: Marie Buena S. Bunsoy, MALED
The Esp Teacher: Issues, Tasks, and Challenges: Marie Buena S. Bunsoy, MALED
Note:
Find out what the language-based objectives of the
students are in the target occupation or academic
discipline and ensure that the content of ESP course
works towards them (Basturkmen, 2010)
ESP
◦ When, where, and why learners need the language
◦ “situated language use (Basturkmen, 2010)
◦ Deals with domains of knowledge which the average educated native
speaker could not reasonably be expected to be familiar with (Tudor, 1997)
*learning evidence
Basturkmen, 2006
Authentic
texts
Awareness-
raising
activities
Acquisition (Tomlinson, 1998)
◦Results from the gradual and dynamic
process of internal generalization rather
than from instant adjustments to the
learner’s internal grammar
◦Re – exposing the learners to language
items in multiple samples over time
Input to Output
◦Students are provided with input as the basis for
production (output)
Discuss
Provide
features in Produce the
accurate targeted item
a text examples
Input to Output
◦ “Proponents of genre approaches are not often explicit about
their theory of learning. However, the use of model texts and
the idea of analysis suggest that learning is partly a question
of imitation and partly a matter of understanding and
consciously applying of the rules.” (Badger and White, 2000)
Feedbac • Optional
• Performing
• Notice how • Discover the
a task own output holes in one’s
differs from interlanguage
native one
Output Task re -
performance
ESP TEACHING
OBJECTIVES (STERN,
1989, 1992)
ESP Teaching Objectives (Stern, 1989, 1992)
1.Proficiency objectives
•Mastery of skills
•Reading
•Writing
•Listening
•Speaking
ESP Teaching Objectives (Stern, 1989, 1992)
2. Knowledge objectives
•Acquisition of linguistic and cultural
information
ESP Teaching Objectives (Stern, 1989, 1992)
5. Affective objectives
•Development of positive feelings toward
the subject of study
•Attitudes
•Socio – cultural competence
•Language learning
ESP Teaching Objectives (Stern, 1989, 1992)
6. Transfer objectives
• Development of positive feelings toward the subject
of study
•Attitudes
•Socio – cultural competence
•Language learning
ESP TEACHING
“BROAD” OBJECTIVES
(HELEN BASTURKMEN,
2006)
ESP Teaching “broad” Objectives
(Helen Basturkmen, 2006)
I. Revealing subject – specific language use
How English is used in the target environment
Specific Specific -
purpose Language purpose
background
knowledge
ability language
ability
Douglas (2000)
ESP Teaching “broad” Objectives
(Helen Basturkmen, 2006)
III. Teaching Underlying Knowledge
ESP Teaching
(Hutchinson and Waters, 1985)
1.Selection
2.Continuing personal education
3.General professional training as an educator
and teacher
4.Special training as a teacher of a foreign or
second language
Components needed by the ESP Teacher
1. Skills component – skills needed by the
teacher
Command of the language the teacher is
teaching
Teaching techniques and classroom activities
The management of learning
Activities in Practical Training
1. observation of specially – devised demonstrations of specific
techniques and of complete lessons
2. Observation of actual class
3. Practice in the preparation of lesson plans
4. micro – teaching
5. Peer group teaching
6. Being a teacher’s assistant in real class
7. Teaching real classes under supervision
8. Discussion of the trainee’s teaching
9. Post – training
Components needed by the ESP Teacher
2. Information component
Education
Syllabus and materials
Language
Components needed by the ESP Teacher
3. Theory Component
Linguistics
Psychology
Psycholinguistics
Sociolinguistics
Social theory
ESP TEACHER’S
COLLABORATION WITH
CONTENT TEACHER
ESP Teacher ’s Collaboration
with Content teacher
◦The positions on this score are both very general and
difficult to put into practice (Ana Almagro & Manuel C.
Vallejo Martos, 2002)
◦Team – working reduces the gap between science and
language (Hamsen & Hammen, 1980)
◦Team – working resolves doubt about the content (Huerta,
Ibanez & Kaulen, 1986; Schleppegrell, 1991)
TASKS OF ESP
TEACHERS
Tasks of ESP Teachers
1.Developing Curriculum
◦ Wide angled courses and narrow
angled courses
Tasks of ESP Teachers
2. ESP Course Design
(Hutchinson and Waters, 1987)
Designing appropriate courses
Playing a minor part in the life of General English teacher
A substantial and important part of the workload
A matter of asking questioning order to provide a reasoned
basis for the subsequent processes of syllabus design,
material writing, classroom teaching, and evaluation
APPROACHES TO
COURSE DESIGN
1.Language Centered Course Design
Forming direct correlations between the language
taught in the classroom and the language of the
subject area as it is used in the real world
◦ Procedure:
-act, plan, observe, revise (Kemmis and McTarggart, 1988)
- systematic, interactive cycles of planning, acting,
observing, and reflection (Bailey, 2001)
Solving Problems (Cohen and Manion, 1994)
Solving Problems (Cohen and Manion, 1994)
Challenges (Abdulaziz, et.al, 2012)
1. Pronunciation of certain vocabulary words borrowed from other
languages had always been an issue, according to an ESP
practitioner.
2. The course title did not match the qualification of an ESP
practitioner. He/ She was supposed to take a class of Business
Communication while her qualification at that time was Masters in
English Literature.
3. According to an ESP practitioner, the students needed a course in
EAP but the outlines given catered more to their EOP needs. A finer
distinction had to be explained to the administrators in order to
redevelop a relevant course outline.
Challenges (Abdulaziz, et.al, 2012)
4. In the future, students will come up with different objectives and
specialized vocabulary and expressions. More field-specific vocabulary will
emerge. There will be more fields like, English for Development Purposes
(Karn, 1994), English for Teachers (since English is required right from the
nursery level nowadays), English for Internet, English for Mobile Phone
Texting, etc. Due to globalization, there will be an enormous explosion of
vocabulary and a mixture of Englishes will be required by the students
according to their needs. For example, Japanish, Indianish, Chinglish, etc. In
order to overcome situations as these, the ESP practitioners need to be
more dynamic in their approach; keep themselves sentient and updated
about the demands of the world, learn to make use of the internet, listen to
news channels, watch dramas/ movies, etc.
Challenges (Abdulaziz, et.al, 2012)
5. More trained teachers are needed and teacher training
institutions are required because the teacher training
programs run by the Government offer a very minute
number of seats and cannot supply sufficient amount of
trained English teaching faculty.
6. Students sometimes do not know how to attempt the
exam questions since they are unfamiliar with the format.
Details can be provided before the exam, in the class, about
the type of questions and evaluation the students are going
to face.
Challenges (Abdulaziz, et.al, 2012)
7. Team teaching of subject/ content teacher and language teacher is
a new concept. Therefore, issues might emerge regarding this new
notion of their working in collaboration for course designing/
implementation, etc. Gatehouse (2001) says that “... we could not
teach the restricted repertoire in isolation. What is more, it was highly
unreasonable to assume that the content instructor would take on the
role of ESL instructor.” (Gatehouse, 2001)
8. Some ESP practitioners are not aware of the fact that they are
teaching ESP. such teachers either are not willing to understand their
responsibilities or ignore the idea. New teachers can be hired for
better future results.
Challenges (Abdulaziz, et.al, 2012)
9. ESP practitioners should be good researchers
as well. Nowadays, however, the researches
done are focused more towards achieving fame
and not for learning. They are not in-depth
studies. Their quality should be assured.
(Abdulaziz et al. 2012, p. 456)
THANK YOU
THANK YOU
THANK YOU
Reference:
The ESP Teacher : Issues, Tasks and Challenges
By“: Mohammad Kaosar Ahmed