Agung Julian Pradana

200210401086

English for the Police & English for Medical Doctors

Context

Problem of yurichi to become a policeman

English for Police course. Initially the school had expected to offer the course for a small group
of aspiring police personnel from a mix of first- language backgrounds

A Programme providing work experience before Police College, such as helping out on the
public counter in police stations. This work was designed in part to enable recruits to upskill in
various areas including literacy and communications

Investigating needs

Language use ‘on the job’

Language ‘to get through Police College’

Language for further academic and/or specialist training

Investigating specialist discourse

Writen Discourse

Spoken Discourse

Designing the course and materials

The course structure will be designed to be more flexible and Develop in a set of self-access

Evaluation process To evaluate the course and learning of individual participants, the course
developers track participants’ progress through internal and external measures.

Responding to difficulties and constraints

the course developers obtained the bulk of their information from their own empirical
observations of texts – in other words, their description and understanding was developed
from scratch and in this they drew in part on approaches to language description to which they
had been introduced in teacher education courses.
English for Medical Doctors

Context

In 2001 a medical ‘bridging programme’ was established by the Clinical Training Agency (a
governmental organization) in conjunction with the two medical training universities in the
country. The aim of the programme was to provide a course of study that would support a
number of overseas-trained medical doctors in their preparations for the registration
examinations

The convenor of the professional development course requested the services of an ESP
specialist (a teacher who had previous experience of teaching medical English in a different
setting) to develop and teach a course of English Language instruction.

Investigating Needs

the teacher investigated needs at the same time as she was teaching the ‘lessons’. Since it was
the doctors’ performance in the doctor–patient consultations

Investigating specialist discourse

Multiple sources of information

1. Observations of the role plays between the overseas-trained doctors and actor ‘patients
2. Observations of authentic medical consultations in two general practice clinics in
suburban settings.
3. Filmed materials including a television series offering a ‘fly on the wall’ perspective of
day-to-day interactions between doctors and patients

Features of discourse in patient-centred medical consultations

Consultations were typically organized into four stages (initiating the consultation, gathering
information, explaining and planning, and closing the session) and that each stage involved its
own typical set of procedures.

Designing the course and materials

For the ESP teacher in this case, the main consideration in designing the course was the
specification of course content, that is, specification of what to teach. A good deal of
consideration had to be given to how the course would be offered in terms of the mode of
delivery, since the course participants in that case were working on varying shifts as well as
studying

Responding to difficulties and constraints

The ESP teacher was not medically trained. information or setting herself up as a source of
medical communication expertise She was very aware that she could ‘make no knowledge
claims’ on communication in the medical events and needed to check out the inferences she
drew from her observations and analysis of specialist discourse with the professional
development trainers.