The 6 principles for exemplary teaching of English learners:  Academic and other specific purposes.

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The 6 principles for exemplary teaching of English learners:  Academic and other specific purposes. TESOL International Association (2020),

TESOL International Association have recently published 2 more books of interest to ESP teachers in their 6 principles for exemplary teaching of English learners series. The third book in the series focusses on teaching English for academic and other specific purposes.

The book consists of a preface and 5 chapters.

The preface introduces the 6 principles of exemplary teaching on which the series is based and describes the intended audience for the series. The 6 principles provide a solid foundation for any ESP programme, and, though they need a some localised refinement for the wide diversity of ESP contexts, they are an excellent source of
reflection on current teaching practice.

The 6 principles provide a basis for decision making, planning and teaching. They are:

  1. Know your learners,
  2. Create conditions for language learning,
  3. Design high-quality lessons for language development,
  4. Adapt lesson delivery as needed,
  5. Monitor and assess student language development,
  6. Engage and collaborate within a community of practice.

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The 6 principles for exemplary teaching of English learners:  Adult education and workforce development.

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The 6 principles for exemplary teaching of English learners:  Adult education and workforce development. TESOL International Association (2019)

TESOL International Association have recently published 2 more books of interest to ESP teachers in their 6 principles for exemplary teaching of English learners series. The second book in the series focusses on teaching English in Adult education and workforce development programmes.

The book consists of a preface and 5 chapters.

The preface introduces the 6 principles of exemplary teaching on which the series is based and describes the intended audience for the series. The 6 principles provide a solid foundation for any ESP programme, and, though they need a some localised refinement for the wide diversity of ESP contexts, they are an excellent source of
reflection on current teaching practice.

The 6 principles provide a basis for decision making, planning and teaching. They are:

  1. Know your learners,
  2. Create conditions for language learning,
  3. Design high-quality lessons for language development,
  4. Adapt lesson delivery as needed,
  5. Monitor and assess student language development,
  6. Engage and collaborate within a community of practice.

Continue reading →

Mark Krzanowski (1963 – 2021)

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I was very sad to hear of the death on my good friend and colleague Mark Krzanowski in Ghana on 19th January. I knew Mark for almost 25 years and he will be greatly missed. He was on holiday in Ghana, where he liked to spend some time every winter. Although he had spent many years in London, he still could not get used to the cold winters and in the last message I received from him – early January – he said he was hoping never to spend another Xmas in Europe! Continue reading →

EMI – English Medium Instruction

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Is EMI ESP? Does EMI belong to ESP? No, but some people think it should and that does not make sense to me.

ESP is about teaching English. EMI is about teaching other non-language subjects.

As Macaro (2018) defines it, EMI is

The use of English language to teach academic subjects (other than English itself) in countries or jurisdictions: where the first language of the majority of the population is not English.

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METHODOLOGY AND PRESENTATION IN RELATION TO PUPIL INTEREST

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METHODOLOGY AND PRESENTATION IN RELATION TO PUPIL INTEREST

In schools that train pupils in the vocations and in special techniques, in those devoted entirely to the arts or sciences, and in those offering specialized courses and training for other than an academic degree, great care must be exercised not only in selecting textbooks but in drawing up a course of study which will be in harmony with the particular interests of the students. Unfortunately very few specialized language textbooks are available for such schools, but material can be mimeographed and distributed to the students.
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