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.
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.
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 →
In the latest issue of IATEFL Voices – the bimonthly newsletter of IATEFL – Adrian Tennant, in his featured article, claims that ESP is failing students. He justifies this by referring to a YouTube video and his own experience as a visitor in China. Continue reading →
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 →
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 →
EAP is usually considered to be a branch of ESP, along with English for Professional Purposes (EPP) and English for Occupation Purposes (EOP). In that sense, as with all ESP, the EAP teaching content is explicitly matched to the language, practices and study needs of the learners. Most definitions of ESP (e.g. Robinson, 1991, pp. 2-5; Dudley Evans & St John, 1998, pp 4-5) include the following essential feature: ESP is goal directed and based on an analysis of needs.
For that reason, any ESP course needs to specify as closely as possible exactly what it is that the learners have to do through the medium of English, and therefore what their purpose is in learning English. A central role of the EAP lecturer or course designer, then, is to find out what the learners need, what they have to do in their academic work or courses, and help them to do this better in the time available.
Every EAP course is therefore different, as every student has different needs, and therefore needs to be designed from scratch. What, therefore, can the role of a published textbook be in this process?
I’ve been trying for some time to come up with an analysis of trends in EAP as shown through these books. It needs more work, but this is what I have come up with so far, with some examples: Continue reading →
In several talks during the last few years, Stephen Krashen has stated that teaching EAP is a waste of time. I like Stephen Krashen and most of what he writes. So if he says that teaching EAP is a waste of time, the only conclusion that I can come to is that he must misunderstand what I think EAP is. As I do not think what I – and other people I know around the world – do is a waste of time! Continue reading →
At the recent IATEFL conference in Harrogate, Hugh Dellar looked back on 20 years in the classroom and what he had learned. His broadly insightful presentation focused on “20 nuggets of hard-earned wisdom”. You can see it at: