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1. INFORMACIÓN GENERAL DE LA ASIGNATURA

Asignatura ENGLISH FOR SPECIFIC PURPOSES

Período académico SECOND

Código de la asignatura
Unidad de organización
Advanced Disciplinary Training Unit
curricular
Horas Aprendizaje en Contacto con el Docente 32
Horas Aprendizaje Práctico Experimental
20

Horas de Aprendizaje Autónomo

Actividades de Aprendizaje 44

Total, de horas
96

Número de créditos
¿?
Modalidad de aprendizaje ON LINE

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2. PRERREQUISITOS

Asignatura Código Asignatura Código

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3. CORREQUISITOS

Asignatura Código Asignatura Código

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4. DESCRIPCIÓN GENERAL DE LA ASIGNATURA

English for Specific Purposes (ESP) is known as a student-centered approach to teaching English as a
foreign or second language. This approach meets the needs of adult learners who need to learn a
foreign language to use it for communicative purposes in a specific field. This course will address
instructional strategies, adaptation, and development of materials and assessments. By the end of
this course, students should have a clear understanding of the distinction between English for
General Purposes (EGP) and English for Specific Purposes (ESP); the various sub-disciplines of ESP;
the factors that led to the emergence of ESP in the ELT scene and the theoretical and practical forces
that have shaped its development; the various ways in which the analysis of the different learning
styles shapes the ESP curriculum; the process of evaluating and adapting authentic materials for use
in ESP courses; the evaluation procedures that help ESP professionals to evaluate their courses and
the achievements of their students.

Course objectives:
At the end of the course, students will be able to:

Specific Objectives
Cognitive
 Develop an understanding of the factors that led to the rise of ESP and the forces, both
theoretical and applied, that have shaped its subsequent development.
 Acquire knowledge of appropriate assessment procedures for ESP and apply this
knowledge in the development of assessment plans for courses and lessons in their
professional or occupational area.
 Discuss concepts, importance, and issues related to ESP.
 Identify the needs of language learners in specific fields.

Procedural
 Develop language activities to improve students' language proficiency in the target
language based on their specific needs.
 Provide guidelines for adapting or creating authentic ESP materials in a chosen professional
or occupational area and critically appraising currently available materials, including those
based on technology.
 Design a lesson plan applying the theoretical foundations of ESP.
 Develop assessments for specific groups of students.

Attitudinal
 Show appreciation for teaching English for specific purposes.
 Express enthusiasm for learning and performing real-life tasks related to language teaching.
 Participate in various tasks and drills designed to identify and address specific needs.
 Work in pairs or groups respecting the opinions of others to reach common knowledge.

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5. PLAN TEMÁTICO Y RESULTADOS DE APRENDIZAJE

UNIDADES OBJETIVOS EXPRESADOS EN TÉRMINOS DE RESULTADOS CONTENIDOS
ACD APE AA TOT.
DE APRENDIZAJE
To analyze the role of ESP within the context of teaching ESP Models of learning
English as a foreign language. ESP definitions
To recognize and use current ESP terminology. ESP approaches to course design
1 10 6 14 30
To build a framework of reference (learner-oriented ESP course design
theories and research) to support the underlying theory of ESP language description
ESP.
Develop language activities to improve students' language ESP Methodology
proficiency in the target language based on their specific ESP Need analysis.
needs. ESP lesson plan design
2 Provide guidelines for adapting or creating authentic ESP ESP materials design 11 7 15 33
materials. ESP assessment design
Design class materials applying the theoretical foundations
of ESP.
Analyze the underlying principles of this methodology to ESP Role of the teacher
apply it in teaching contexts. CLIL and rationale for CLIL
Discuss the CLIL framework to examine its feasibility in the Language across the curriculum
3 11 7 15 33
classroom. Communication skills across the curriculum
Understand the basics of CLIL within the curriculum Cognitive skills across the curriculum
Learning skills across the curriculum
TOTAL, HORAS 32 20 44 96

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6. ORIENTACIONES METODOLÓGICAS

This course will be conducted under the principles of the following approaches: Problem-Based
Learning (PBL) is a teaching method that uses complex, real-world problems as a vehicle to promote
student learning of concepts and principles rather than the direct presentation of facts and concepts.
PBL can promote the development of critical thinking skills, problem-solving skills, and
communication skills. It can also provide opportunities to work in groups, find and evaluate research
materials, and lifelong learning. PBL can be incorporated into any learning situation. PBL is done
collaboratively and within groups, using a variety of employability skills such as critical thinking,
communication, and creativity. PBL incorporates student voice and choice as well as inquiry. PBL
involves an ongoing process of feedback and revision as well as reflection. Case Method Teaching is
an active form of instruction that focuses on a case and involves students learning by doing. Cases
are real or invented stories that include an educational message or recount events, problems,
dilemmas, theoretical or conceptual issue that requires analysis and/or decision-making. Case-based
teaching simulates real world situations and asks students to actively grapple with complex problems.
This method of instruction is used across disciplines to promote learning. The flipped classroom is an
instructional strategy that moves activities, including those that may have traditionally been
considered homework, into the classroom. Here, students complete the instructional portion at
home on their own time and work on problem-solving during class time (by watching videos and/or
accessing resources), and classroom time is dedicated to hands-on activities and interactive,
personalized learning, leading to deeper understanding. Students use class time to apply the theory
and concepts discussed in the videos, and to utilize techniques including group problem-solving and
team building games, simulations, case study reviews, and group discussions. Collaborative strategies
will also include intensive reading, jigsaw tasks, and think-pair-share. Individual learning will include
reflections in learning logs or online forums. Learners will construct knowledge actively and
collaboratively, connecting previous knowledge to new information and building their own
representations of the material through task-based activities and reflection. In this module, the
teacher will also promote the methodological diversification of learning activities, which will include
videoconferences, case studies, role plays, online discussions, exploratory and documentary
research, group work, and the design of an e-portfolio.

7. RECURSOS DIDÁCTICOS

 Journals articles
 Templates for the analysis of articles
 Lectures
 Lesson plans
 Questionnaires
 Digital books
 Slides
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Audio visual resources and tutorials

8. SISTEMA DE EVALUACIÓN DE LA ASIGNATURA

Learning results will be evaluated according to the qualitative and quantitative parameters. It will be
focused on the theoretical and practical knowledge in the classroom. Assignments will be evaluated
on the base of 100 points.

Tareas de aprendizaje en Tareas de aprendizaje Tareas de aprendizaje

contacto con el docente autónomo práctico – experimental
15 % 15 % 35 %

Evaluaciones Tipo de actividades Ponderac

ión
Tareas de Forum 1: Exploring prior knowledge on ESP. 15 %
aprendizaje en Forum 2: Exploring prior knowledge on ESP lesson planning,
contacto con el resources, and assessment.
docente Forum 3: Needs analysis in ESP.
Forum 4: Language Across the Curriculum
Forum 5: Content and Language Integrated Learning (CLIL)
Approaches to ESP Needs Analysis
Tareas de Autonomous Task: Deciding materials and methods in ESP. 15 %
aprendizaje Autonomous Task: Situating ESP in English language teaching
autónomo and learning.
Questionnaire 1: English for specific purposes: Generalities
Questionnaire 2: Language across the curriculum: Generalities
Questionnaire 3: Content and language integrated learning:
generalities
Tareas de Experimental Task 1: The Principles of English for Specific 35 %
aprendizaje Purposes
práctico – Experimental Task 2: ESP syllabus design and lesson planning
experimental Experimental Task3: Analyzing a CLIL lesson plan.
Experimental task 4: ESP unit analysis

EVALUACIÓN FINAL Final Project: Needs Analysis in my Research Context 35%

• Individual or group assignments are graded out of 100 points.

• Students upload their assignments in the platform.

9. BIBLIOGRAFÍA

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Ahmadi, A., & Bajelani, M. R. (2012). Barriers to English for specific purposes learning among
Iranian. Procedia - Social and Behavioral Sciences, 47(1), 792 – 796.
Anthony, L. (2018). Introducing English for specific purposes. New York: Routledge.

Hutauruk, B. S. (2015). English for specific purposes. Indonesia.

Hutchinson, T., & Waters, A. (2020). English for Specific Purposes. A learning-centred approach.
Cambridge: Cambridge University Press.

Kováčiková, E. (2020). English for specific purposes in higher education through content and
language-integrated learning. Newcastle: Cambridge Scholars Publishing.

Salmani-Nodoushan, M. A. (2020). English for Specific Purposes: Traditions, Trends, Directions.

Studies in English Language and Education, 7(1), 247-268.

Sekhar, G. V., & Swathi, C. (2019). A Brief Study of Curriculum and Syllabus for ESP/EST Courses.
Journal for Research Scholars and Professionals of English Language Teaching, 13(3), 1-8.

Umera-Okeke, N., Umera-Okeke, N., Nwabueze, I. O., & Iyere, T. O. (2020). English for Specific
Purposes (ESP). Abuja: National Open University of Nigeria.

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11. PERFIL DEL DOCENTE

Titulación Tercer Nivel Titulación Cuarto Nivel

Maestría en el campo de la pedagogía o didáctica del

Licenciado en lengua inglesa
idioma inglés

11. ELABORACIÓN Y APROBACIÓN

ELABORADO POR: REVISADO POR: APROBADO POR:
Rodrigo Antonio Guerrero
Segura
Profesor de Segunda
Enseñanza en Lengua Inglesa
Licenciado en Ciencias de la
Educacion Mención Lengua
Inglesa y Lingüística
Magister en Pedagogía de los
Idiomas, Mención Enseñanza
del Idioma Ingles
Doctorando en Lingüística y
Lenguas

Coordinador del programa de Director de Planificación

Docente
maestría Académica