ESP and Autism?

I remember a number of years ago, after a morning of evaluating student oral presentations with a colleague and wondering why they sometimes said strange things, I mentioned that it seemed to me that people lost their common sense when they were speaking a language they were not very confident in. My colleague – who was a good linguist and had never experiences such issues – disagreed. Continue reading

Mastery of Speech (1919)

My daughter was recently given a series of 8 books with the title Mastery of Speech, written by Frederick Law and published in New York in 1919.
It is described as: A course in Eight Parts on General Speech, Business Talking and Public Speaking, What to Say and How to Say It under All Conditions.
The titles of the eight books are:

  • Book One: How to Speak Correctly and Pleasingly
  • Book Two: How to Use Words Correctly
  • Book Three: How to Speak Well Under All Ordinary Conditions
  • Book Four: How to Speak in Daily Business Life
  • Book Five: How to Speak under Trying Conditions
  • Book Six: How to Speak In Private Life and in Public Places
  • Book Seven: How to Speak on Public Occasions
  • Book Eight: How to Find Material for Talking and Speaking

Book 4 might be useful in ESP business contexts! Books 5, 6 & 8 might be useful in EAP situations! Continue reading

IATEFL ESP SIG Journal

After 10 years of support, Garnet Education are no longer be in a position to sponsor the IATEFL SIG Journal after issue 47. Garnet Education has provided unmatched professional support of the highest quality which stretches from issue 30 (Summer-Autumn 2007) until now (issue 47). They have also sponsored the publication of four ESP SIG books, and for this we are indebted too. With Garnet’s sponsorship we have been able to develop a solid set of EAP and ESP publications which we will now have to maintain in our own right.

It is now necessary to make plans for the future of the journal. The opinion of the ESP SIG committee and the journal editors is that they should take this opportunity to switch to an electronic version of the journal in the immediate future in order to keep up with the times. The committee wanted to know what members thought of this proposal. A short questionnaire was sent out. The committee hoped that IATEFL would publish the findings, but, as they didn’t, here they are: Continue reading

IATEFL ESP SIG PCE, 2016 – Overview

I’ve just returned from the IATEFL English for Specific Purposes (ESP) Special Interest Group (SIG) Pre-Conference Event (PCE) in Birmingham, UK.

The theme of the PCE was tensions and debates in ESP and EAP.

As usual it was a very interesting day with teachers from many parts of the world discussing how they go about trying to meet the academic and professional linguistic needs of their students, sometimes with limited resources. Continue reading

TESOL-IATEFL ESP discussion

I recently took part in a TESOL – IATEFL online discussion about how ESP projects can create positive social change.
Kevin Knight – the organiser – gave us the following task:
You are all members of a task force team to provide language training for employees of multinational corporation. The HR department of the company is interested in your ideas about providing not only in-house training but also involving local universities in the training of its employees. In addition, the HR department is wondering how such training could be connected to its annual report on Corporate Social Responsibility. Share your ideas in connection with the big picture: How ESP projects can create positive social change.

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Where Next for EAP?

There has been much discussion recently about what exactly students have to do in order to succeed in HE. Gillett & Hammond (2009), for example, identified a range of tasks that need to be managed in order to succeed and Nesi & Gardner (2012) looked in great detail  at the genres which students need to work with. This has been a very useful contribution to the development of EAP.  However, Feak (2011) identifies the difficulties that some students might have with these genres in multidisciplinary degrees and courses.  Furthermore, my  recent experience working with students from one discipline, business students, has shown that many of the assignments that the students have to produce are much more complicated and not so easily classified.  I’d like to show some examples of these and ask how we can best help our insessional students to deal with them.

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Feedback – Who is it for?

I was visiting a colleague’s office recently and he showed me a piece of student work from another university where he was an external examiner. The piece of work was covered with red ticks, crosses, under-linings, crossings out and illegible comments. We discussed it and came to the conclusion that this feedback – if that’s what it was – was not very useful and that it was something that he – as an external examiner – should comment on. As I was leaving the office, I suddenly thought of something and went back to look at the text again. As I thought, the text was on formal examination paper and it was clear that the writing we had been looking at was an examination answer, something that the students would (might) never see again. It made me realise that comment/feedback on student writing – as with all writing – depends on purpose and audience, something that does not seem to have been discussed elsewhere. Continue reading

IATEFL ESP SIG PCE 2015 – Overview

I’ve just returned from the IATEFL English for Specific Purposes (ESP) Special Interest Group (SIG) Pre-Conference Event (PCE) in Manchester, UK.

This was a joint pre-conference event between the IATEFL English for Specific Purposes Special Interest Group (ESPSIG) & BALEAP, the global forum for EAP professionals.

The theme of the PCE was employability and transferability in EAP and ESP.

As usual it was a very interesting day with teachers from many parts of the world discussing how they go about trying to meet the academic and professional linguistic needs of their students, sometimes with limited resources.
Continue reading

“The Harvard System” of referencing.

I was recently working with a group of students who had been asked to write a list of references using The Harvard System. The students asked me how to reference a particular source type. I wasn’t sure exactly what the lecturer wanted so I asked him. He was a little annoyed and simply told me to tell the students to use The Harvard System, not realising that there is no such thing, and that such pieces of advice are not helpful. By that I mean that there is no definitive documented version, so he needs to be more specific. Continue reading