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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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

“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

The Future of EAP.

I was discussing the future of EAP with someone at the ESP day at the IATEFL conference recently. It is a complicated question as it depends on international politics and economics. For example, in the UK, the present visa policies and cost of university education and how they change in the future will affect everything connected with HE and therefore EAP. As well as this we need to consider the role of English in the world in the future, including the prevalence of English medium HE and international student mobility – see, for example, Breeze (2012), Jenkins (2014).

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“There really is no need for needs analysis”?

Hugh Dellar – Twenty Things in Twenty Years

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:


This was a very interesting talk and many of the things he has learned in 20 years are similar to things I have realised – and written and talked about – after nearly 40 years in ELT.

Hugh’s 5th point, though “there really is no need for needs analysis” requires some comment as it is central to what I understand by ESP and EAP.
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