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Important facts to take into account when teaching English. Presentation based on in-company teaching mainly. It was a presentation/workshop design to professors of Universidad Nacional de Costa Rica.
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L O U R D E S P O M P O S O YA N E S
BUSINESS E
NGLISH
TEACHIN
G (UNA)
L O U R D E S P O M P O S O Y A N E S
L P O M P O S O @ F L O G . U N E D . E S
U N I V E R S I D A D N A C I O N A L D E E D U C A C I Ó N A D I S T A N C I A
U N E D ( M A D R I D )
F A C U LT A D D E F I L O L O G Í A S E X T R A N J E R A S Y S U S L I N G Ü Í S T I C A S
L O U R D E S P O M P O S O YA N E S
CONTENT
• Where is Business English
• What is Business English
• Who wants to learn Business English.
• The Business English trainer.
• Learner needs analysis.
• What to teach (oral)
• What to teach (written)
• Managing activities in the classroom.
L O U R D E S P O M P O S O YA N E S
WHERE IS BUSINESS ENGLISH?
L O U R D E S P O M P O S O YA N E S
WHAT IS B.E.?
• It shares the common field of ESP (Ellis & Johnson, 1994)
• It differs from ESP : mixture of specific content and general content but in business settings.
• Work oriented needs!!!!!!!!
• Sense of Purpose: used to achieve an end. Competitive field.
• Social and cultural aspects are crucial in BE communication.
• Very technical vocabulary : not necessary (finance, banking…)
Needs analysis
Syllabus design
Materials selection
Development
L O U R D E S P O M P O S O YA N E S
WHO WANTS TO LEARN B.E.?
PRE/LOW EXPERIENCE
• Studies from books, theoretical knowledge, less aware of language needs in real life.
• Read books to gain the qualifications they are seeking.• Development of writing, reading and listening skillswith
emphasis in business vocabulary.• OBJECTIVE: examinations.
JOB EXPERIENCE
• Influenced by their background learning but aware of communcation needs in real life.
• Practical use (pragmatic and real) more than theoretical use (knowledge).
• OBJECTIVE: improve communicative skills for travelling or being promoted.
L O U R D E S P O M P O S O YA N E S
THE B.E. TRAINER
TEFL teachers with interest in B.E. or their center wants to expand.
Dynamic and outgoing personality = participation and not boredom.
Not necessarily high knowledge of business but knowledge of companies and business world.
“ You need to build a special relationship with your students, otherwise you will never hear enough about their students’ working lives” (Donna, 2000).
“He/she is the one who improves people’s lives” (Ellis &J ohnson, 1994)
L O U R D E S P O M P O S O YA N E S
LEARNERS’ NEEDS ANALYSIS
REALISTIC PERSPECTIVE: Available time and goals
TYPES OF N.A. Oral interviews
Questionnaires
Testing
Observation
Audits
L O U R D E S P O M P O S O YA N E S
WHAT TO TEACH (ORAL)
- ORAL Communicative skills in common or frequent professional situations :
Meetings
Negotiations
Telephone conversatio
ns
Presentations
Social English
Importance of CULTURE
L O U R D E S P O M P O S O YA N E S
WHAT TO TEACH (WRITTEN)
- Written formats used in professional situations
Letters
MemosVocabulary
and expressions
emails Reports
Faxes
L O U R D E S P O M P O S O YA N E S
MANAGING ACTIVITIES IN THE CLASSROOM
- Warming up but no pressure. (5 minutes)
- Emphasis in oral activities to develop students’ skills
- Design Tailor-made activities after needs analysis
- Authentic materials (brochures, invoices, reports, letters, faxes…)
- Simulations of real professional life (role-play, presentations…)
- Not very technical language.
L O U R D E S P O M P O S O YA N E S
WORKSHOP (1)
Design a warming up activity for the first 5 minutes.
- Design an activity to develop oral skills in the following communicative situations:
- Group A: Meeting
- Group B: Presentation
- Group C: Negotiation
- Group D: Social English
- (Remember to specify: group profile, level, time to prepare the activity, facilities provided, possible difficulties, type of evaluation)
We will comment all of them and will choose the most original one)
L O U R D E S P O M P O S O YA N E S
WORKSHOP (2)
Written activities
What kind of activities would you design ? How?
What is more important for you in business written skills?
Homework or in-classroom work?
How would you assess them?
How often should students work with them?
How would you avoid boredom?
L O U R D E S P O M P O S O YA N E S
RECOMMENDED BILIOGRAPHY• Bargiela-Chiappini, F., y Nickerson, C. y Planken, B. (2007) Business Discourse. Basingstoke: Palgrave Macmillan.
• Bhatia, V. y Bremner, S. (2012) “English for Business Communication” En Language Teaching 45, Cambridge University Press, págs. 410–445
• Bosher, S., y Smalkoski, K. (2002). “From needs analysis to curriculum development: Designing a course in health-care communication for immigrant students in the USA”. English for Specific Purposes 21, 59-79.
• Donna, S. (2000) Teach Business English. Cambridge. Cambridge University Press.
• Ellis, M. y Johnson C. (1994) Teaching Business English. Oxford. Oxford University Press.
• Fortanet, G.,Ruiz, M. (2006) English Communication for International Business I. Castelló de la Plana. Universitat Jaume I.
• Jammall, M. & Wade, B. (2000) Business Listening and Speaking. Singapore. Abax Ltd.
• Louhiala-Salminen, L. (1996) “The business communication classroom vs reality: what should we teach”. English for Specific Purposes. Vol 15 (1) pags: 37-51.
• Pickett, D. (1989) “The sleeping giant: investigations in Business English”. Language International, 1/1: 5-13.
• Reinsch, L. (1996). “Business communication: present, past, and future”. Management Communication Quarterly, 10(1), 27-49.
• Rising, B. (2009) “Business Simulations as a Vehicle for Language Acquisition”, en Intercultural Communication and Simulation and Gaming Methodology. Switzerland. Peter Lang AG.
