I’m preparing a presentation in commemoration of the 50th Issue of the IATEFL ESP SIG publication for the IATEFL conference IN Brighton in April Here are a few more images that I plan to use, plus some figures and charts drawn from an analysis of article titles from 50 issues of the publication:
Language for Specific Purposes. Sandra Gollin-Kies, David R. Hall, and Stephen H. Moore. London: Palgrave Macmillan, 2015.
Theoretical and practical books about ESP teaching are rare, so I was happy to see this book available recently. Although the title is “Languages for Specific Purposes”, most of the examples are from English and as well as that useful research from other languages is included. The book is highly recommended to all ESP, including EAP, teachers.
In Language for Specific Purposes, Gollin-Kies, Hall, and Moore provide a good overview of the history, concepts, application, pedagogy and research of language for specific purposes (LSP).
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
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
I’ve been asked to give a short talk at the next BALEAP PIM on the the history of BALEAP PIMs (Professional Issues Meetings). As I was preparing this, I thought it would be interesting to see how the topics, as shown by the titles of the presentations, have changed over the years. Continue reading
I’ve long been interested in whether or not what we do is successful. Do the EAP courses that we teach help our learners to succeed in their academic lives?
There is very little research in this area and one reason for this is that it is very difficult to define what we mean by success and even more difficult to be clear about what causes it. 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
I have spent most of my life teaching ESP & EAP and in talks that I have given and courses that I have run, I’ve always given three strong reasons for teaching ESP or ESAP as opposed to general English or EGAP. The first is linguistic – different subjects use different language. There is a large amount of research evidence for this – see, for example, Hyland (2011, 2012). The second is to do with knowledge transfer: the nearer you can get to the student’s ultimate reason for learning English, the more likely it will be that the student will be able to make use of what you are teaching in the new context (see, for example, Dias, Freedman, Medway & Paré, 1999; Willingham, 2007; James, 2014). The third is motivation. This is something that everyone seems to agree with – that students will be more motivated when the English course is directly related to their main subject course or professional needs – so I’ve never felt the need to justify it. Students do not see the learning of a subject separately from the learning of the language of that subject: Learning the content of a subject means learning the language of that subject. As Ushioda (1998) points out:
…the language learner, unlike the researcher, seems unlikely to perceive the motivation for language learning to be wholly independent of the motivation (or lack of motivation) for other areas of learning (p. 83).
For the last year, I have been working with Hilary Nesi and Sheena Gardner at Coventry University and Adam Kightley from the British Council to develop some EAP materials for the LearnEnglish website. Continue reading