This document discusses English for Specific Purposes (ESP). [1] ESP is tailored to meet learners' specific language needs and is focused on contexts where English will be used, making it more effective than general English. [2] ESP has two main categories - English for Academic Purposes and English for Occupational Purposes - with various subcategories depending on context. [3] Developing ESP programs requires assessing needs, designing authentic materials, and addressing issues like available teachers and assessment.
This document discusses English for Specific Purposes (ESP). [1] ESP is tailored to meet learners' specific language needs and is focused on contexts where English will be used, making it more effective than general English. [2] ESP has two main categories - English for Academic Purposes and English for Occupational Purposes - with various subcategories depending on context. [3] Developing ESP programs requires assessing needs, designing authentic materials, and addressing issues like available teachers and assessment.
This document discusses English for Specific Purposes (ESP). [1] ESP is tailored to meet learners' specific language needs and is focused on contexts where English will be used, making it more effective than general English. [2] ESP has two main categories - English for Academic Purposes and English for Occupational Purposes - with various subcategories depending on context. [3] Developing ESP programs requires assessing needs, designing authentic materials, and addressing issues like available teachers and assessment.
This document discusses English for Specific Purposes (ESP). [1] ESP is tailored to meet learners' specific language needs and is focused on contexts where English will be used, making it more effective than general English. [2] ESP has two main categories - English for Academic Purposes and English for Occupational Purposes - with various subcategories depending on context. [3] Developing ESP programs requires assessing needs, designing authentic materials, and addressing issues like available teachers and assessment.
Universitat Jaume I Course 2021-22 OF CONT What is ESP? TAB LE E Categories in ESP
NT Materials
Central ESP components
S Issues addressed in ESP program planning
Preparing an ESP Curriculum
Program models
Practical questions
References 1.What is ESP? According to Johns and Price-Machado…
"English for Specific Purposes
(ESP) is a movement based on ESP is… the proposition that all language teaching should be Focused on learners' needs tailored to the specific learning Relevant to each learner's and language use needs of specific needs identified groups of students – Succeeds when imparting and also sensitive to the learning sociocultural contexts in which More cost-effective than these students will be using "General English" English." 2. Categories in ESP
There are two main
categories: EAP and EOP. Within them, more subcategories appear. Some of the contexts and purposes may appear in both main categories since they are demanded globally.
Figure 1: English For Specific Purposes Categories (Retrieved from Johns and Price-Machado (2001) book chapter) 2. Categories in ESP
For example…
Business and Medical
purposes are repeated.
Figure 1: English For Specific Purposes Categories (Retrieved from Johns and Price-Machado (2001) book chapter) 2. Categories in ESP
However, some of the categories or purposes may also differ depending on the specific demands of a geograpgical area.
In some universities of Italy, it is given the chance to the students to study ESP focused on Tourism.
In a University of Morocco, it is given the chance to the students to study ESP focused on Agronomy.
WHY? As mentioned before, "teaching should be tailored […] to the sociocultural contexts in which these students will be using English." (Johns et al., 2001) 2. Categories in ESP
Demands also change over time
For example, in this
scheme, there are variations from the contexts given in the previous categorization. 3. Materials
Textbooks Realia
And so on… 4. Central ESP components
ESP language ESP is not
teaching is… necessarily… Designed to meet learners' Restricted to the language specific needs. skills required. Therefore, Themes related to specific the four skills are taken into topics. account. Centred on the language Not taught according to a necessary for the preordained methodology. completion of the tasks. Opposite to "General English" 5. Issues addressed in ESP program planning
Stakeholders are the ones who provide the money for
Stakeholders in the Class or Project courses and curriculum development, thus the ones who choose how things are made.
ESP teachers face challenges that other instructors
may be able to circumvent. One challenge relates to Available Teachers ESP content. What content, skills, and literacies will they be expected to cover in their lessons? 5. Issues addressed in ESP program planning
ESP efforts to achieve maximum linguistic, strategic,
and situational authenticity are made in designing Authenticity Issues curricula. It provides opportunities for a rich needs assessment and ongoing training and evaluation.
ESP practitioners have been influenced over the years
Curricular Decisions by trends in applied linguistics and general ESL/EFL teaching. 5. Issues addressed in ESP program planning
What is particularly challenging in ESP programs is that
students and their sponsors, governments, or Assessment academic institutions are anxious to see immediate focused assessment results that address specific objectives. 6. Preparing an ESP Curriculum Questionnaires and surveys: they can be given to the students before Assessment is obligatory the course starts, during, or even after.
Interviews of experts, students, and other stakeholders: useful to use
functions of specific linguistic terms in discourses, a practice.
Observation, job-shadowing, and analysis.
Multiple intelligence and learning style surveys of the students.
Modes of working: teams to encourage practitioners to be cooperative.
Spoken or written reflections by the students – or by their supervisors –
before, during, or after instruction. 7. Program models
Preemployment VESL Workplace VESL
Cluster VESL
Occupation-Specific VESL ESP and the future
8. Some questions How can a VESL teacher (or any ESP teacher, for that matter) integrate the essential areas of sociability, teamwork, and self-esteem into his or her teaching?
Your supervisor has decided that you will initiate a VESL class (an ESP program) at your school. What are some of the questions you need to ask and things you need to do to prepare for that class?
What areas of ESP appeal to you most? Why? if you were to teach a class in the most appealing area, what would its focus be? Why?
How can a person effectively assess the results of an ESP program?
Throughout this chapter, the authors juxtapose "General English" and ESP. What is "General English" in your view? To whom should it be taught? 9. References
Johns, A. M. and Price-Machado, D. (2001). English for specific purposes: Tailoring courses to student needs and to the outside world. In Celce-Murcia, M. (ed.). Teaching English as a second or foreign language (pp. 43-54). Boston: Heinle & Heinle. FOR YOUR A OU TT Y E K
