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. Continue reading →
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.
A group of students wrote something for me at the beginning of the semester. They were scientists and their lecturer wanted to see how well they could write so if they needed to develop their writing, we could start early in the year and not wait until they had submitted their first assessed assignments. Much of the writing was not very good and the lecturer was determined to arrange writing classes as soon as possible. I decided I’d try to talk to the students before we made decisions to see what I could find out about their experiences of writing.
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 have spent most of my life teaching ESP, especially 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 (see, for example, Stevick, 1976; Krashen, 1982; Wenden, 1981). – that students will be more motivated when the English course is directly related to their main subject course or professional needs (intrinsic rather than extrinsic motivation (Deci & Ryan, 1985) or ideal self compared to ought-to self (Dornyei, 2009) – 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).
It is often said that, as EAP teachers, we teach more than just language. I’d like to know what other things we do teach, that are not taught by everyone in education.
EAP refers to the language and associated practices that people need in order to undertake study or work in English medium higher education. The objective of an EAP course, then, is to help these people learn some of the linguistic and cultural – mainly institutional and disciplinary – practices involved in studying or working through the medium of English. Continue reading →
A distinction is often made between EGAP and ESAP (Blue, 1988). EGAP – English for General Academic Purposes – deals with the language and practices common to all EAP students, whereas ESAP – English for Specific Academic Purposes – is concerned with the specific needs of students in particular disciplines. Continue reading →
I have just been reading an article in the latest issue of ELT Journal by Duncan Hunter and Richard Smith (Hunter & Smith, 2012) about Communicative Language Teaching. In the article, they take a historical view by studying the use of the term Communicative Language Teaching – or CLT in ELT Journal during the period between 1958 and 1986. I find it interesting as, in my view, EAP is Communicative Language Teaching par excellence. Since the early days, CLT had focussed strongly on the authentic language of communicative purpose as well the belief that learners need to use the language actively in order to learn. Hunter & Smith argue that precise academic definitions of CLT existed in early days and still do to some extent, and this was supported my many academic publications (see, for example, Brumfit & Johnson, 1979). However in the last 20 years or so publishers have so diluted the meaning of the term CLT that it is almost meaningless these days. As a consequence of this, perhaps be this will lead to the end of CLT as we know it. And I think that would be a shame. Continue reading →