Issues IN teaching content courses by esp teachersBy AYSHA MOHD SHARIF

NOTE:To change the image on this slide, select the picture and delete it. Then click the Pictures icon in the placeholder to insert your own image.Who is an A Teacher who plays five different roles

TeacherCollaboratorCourse designerMaterials providerResearcherEvaluator (Dudley-Evans and St. John(1998)

teacher?Nature of ESP Teaching ESP teaching has developed through five different stages.Register Analysis: ESP constituted a specific register different from that of general English.Discourse Analysis: The main concern of an ESP course was to identify the organizational patterns in texts and to specify the linguistic means by which these patterns would then form the syllabus of the ESP course.Target Situation Analysis: Enable learners to function adequately in a target situation, that is, the situation in which the learners will use the language they are learning, Skills Centered Approach: The concept is that underlying all language use there are common reasoning and interpreting processes, which regardless of the surface forms, enable us to extract meaning from discourse.Learner Centered Approach: The main concern in an ESP course should be the language learning and not the language use. Controversy over ESP TeachingTraditional viewpoint in language learning that language learning usually comes under Humanities.Subject specialist is more competent than ELT teacher to teach an ESP course.The basis of ESP teaching is not the authentic texts that students have to handle.The materials are designed into syllabuses that would help the learners develop the communicative competence only in the shortest time possible.Most of the teachers are not aware of the basic principles of language teaching like language testing phonology, teaching methodology etc.ESP teachers concentrate more on the language use than the linguistic competence( sounds, semantic, syntax)The idea of including content of a subject under study into a language classroom was introduced in the 1970s by Hutchinson and Waters, the founders of the esp approach. They stated that the content of a subject, for example economics or management, should be used for teaching a foreign language where the focus however remains on the language.Hutchinson and Waters(1970)

HOW TO COPE UP ?ESP TEACHERS TEACHING CONTENT AND LANGUAGE

CONTENT AND LANGUAGE INTEGRATED LEARNING

The CLIL (content and language integrated learning) approach builds on and brings the two ideas.CLIL refers to situations where subjects, or parts of subjects, are taught through a foreign language with dual focused aims, namely the learning of content and the simultaneous learning of a foreign language, (Marsh, 1994).CLIL is an educational approach in which non-language subjects are taught through a foreign, second or other additional language, (Marsh, 2001). It is the generic umbrella term, which includes a range of educational approaches where non-linguistic content is used to teach a language.

CLIL EventsFocus on the language which is being learned in connection with the content matter of students future profession but that content matter is nothing more than the source from which language forms for learning are obtained (e.g., terminology) and the background for acquiring those forms.

Awicha (2012), academic discourses contain certain language features that occur more frequently such as technical and sub-technical terminology, so providing ESP /EAP learners with appropriate content is believed to be of major significance.

It is the integration of learning the target language and professional content matter that unites into one single approach.

CLIL is an umbrella term for all such dual-focused educational contexts (Coyle, 2007: 97).

CONTENT- BASED INSTRUCTION (CBI)

In a content-based course, the language is the skeleton, while the content is the flesh and blood; the language could be seen as a means to complete a content task (Chen, 2010).CBI EVENTS

Content Based InstructionContent based instruction (CBI) is a teaching method that emphasizes learning about something rather than learning about language.

CBI has three models which have ESL & EFL context. 1. Shelter based- ESL context 2. adjunct based- ESL context 3. Theme based EFL context

Brinton et al (1989) define content-based instruction as the one that is based on parallel acquisition by students of knowledge related to a certain non-linguistic discipline(s) and target language communication skills.

Theme based instruction

Theme based content instruction are specially designed for ESP classes only.

Content based course of ESP (theme-based instruction) is structured around a set of professional topics (themes) that follow each other in a logical consecutive order which corresponds to the order of studying those themes in an academic course on some majoring discipline.

Brinton et al (1989) said that, in theme-based instruction special attention is paid to the integration of reading, speaking, listening, and writing for professional purposes in the teaching/learning process. BUSINESS ENGLISH-TEACHERS AND REQUIREMENTS

The goals, objectives, and content of ESP courses are related to meet the requirements of learners communicative needs in real settings (Carter & Nunan, 2001; Lai, 2005).

Huang (2007) defined that Business English integrates English and professional knowledge. TEACHERSBusiness English teachers find that they are wearing many different hats: ESP specialists, communication skills trainers, intercultural competence coaches, business experts and academic advisors on study skills.

For Business English instructors, design an appropriate curriculum is always a challenge because they have to understand students real needs (Johns & Price-Machado, 2001), as is the choice of appropriate materials.

Business English courses include professional business terms, communication skills, and even international trade common sense and it is very different from general English course (Chen, 2001).

Bowen (2013) points out that, the misconception of teaching Business English is that it means teaching Business Studies to learners of English.

REQUIREMENT

The main reason for the development of Business English was the massive expansion of international business.

Pickett (1989, p.1) explained that Business English is a mediating language between the technicality of particular business and the general language of public.

Cordeanu et al. indicated that Business English courses should (1) provide enough specialist content, (2) develop good communication skills in business fields and general situations, (3) notice culture differences, and (4) develop the ability of cross-cultural communication.ESP Teachers and TeachingAccording to Flowerdew, J. & M. Peacock (Eds.) ( 2001), the role of the language teacher is that of the intermediary seeking to interpret on behalf of the students what the subject teacher meant in his or her lecture or in an examination question.

Hutchinson and Waters (1987) that the most important aspects of communication in academic contexts are common to all disciplines and that ESP teaching should not be concerned with teaching specialized varieties of English but with the common feature.

Hutchinson and Waters (1987: 53) is that all courses are grounded on a perceived need of some sort

Dudley Evan and St John (1998) assert that teamwork can be categorized into three levels: co-operation, collaboration and team teaching. Thank youShukran!