The 6 principles for exemplary teaching of English learners: Academic and other specific purposes. TESOL International Association (2020),
TESOL International Association have recently published 2 more books of interest to ESP teachers in their 6 principles for exemplary teaching of English learners series. The third book in the series focusses on teaching English for academic and other specific purposes.
The book consists of a preface and 5 chapters.
The preface introduces the 6 principles of exemplary teaching on which the series is based and describes the intended audience for the series. The 6 principles provide a solid foundation for any ESP programme, and, though they need a some localised refinement for the wide diversity of ESP contexts, they are an excellent source of
reflection on current teaching practice.
The 6 principles provide a basis for decision making, planning and teaching. They are:
Know your learners,
Create conditions for language learning,
Design high-quality lessons for language development,
Adapt lesson delivery as needed,
Monitor and assess student language development,
Engage and collaborate within a community of practice.
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 →
Language for Specific Purposes. Sandra Gollin-Kies, David R. Hall, and Stephen H. Moore. London: Palgrave Macmillan, 2015.
Theoretical and practical books about ESP teaching are rare, so I was happy to see this book available recently. Although the title is “Languages for Specific Purposes”, most of the examples are from English and as well as that useful research from other languages is included. The book is highly recommended to all ESP, including EAP, teachers.
In Language for Specific Purposes, Gollin-Kies, Hall, and Moore provide a good overview of the history, concepts, application, pedagogy and research of language for specific purposes (LSP).
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.
I’ve often quoted Frank Smith when discussing writing. In Writing and the writer, Smith distinguishes between “composition” and “transcription” in writing. “Composition” is deciding what you want to say, and “transcription” is what you have to do to say it. His advice is “The rule is simple: Composition and transcription must be separated, and transcription must come last. It is asking too much of anyone, and especially of students trying to improve all aspects of their writing ability, to expect that they can concern themselves with polished transcription at the same time that they are trying to compose. The effort to concentrate on spelling, handwriting, and punctuation at the same time that one is struggling with ideas and their expression not only interferes with composition but creates the least favorable situation in which to develop transcription skills as well” (Smith, 1982, p. 24).
After watching Juzo Itami’s 1995 film Shizukana seikatsu (A quiet life) recently I decided to read Nobel prize winner Kenzaburu Oe – on whose novel the film is based. In his novel The Changeling, he deals with a similar situation:
I’ve just returned from the IATEFL English for Specific Purposes (ESP) Special Interest Group (SIG) Pre-Conference Event (PCE) in Birmingham, UK.
The theme of the PCE was tensions and debates in ESP and EAP.
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.
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 →
I’ve been asked to give a short talk at the next BALEAP PIM on the the history of BALEAP PIMs (Professional Issues Meetings). As I was preparing this, I thought it would be interesting to see how the topics, as shown by the titles of the presentations, have changed over the years. Continue reading →