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English for Specific Purposes (ESP) SIG:

Pre-Conference Event (PCE)Monday 7 th April 2008, Exeter

E S P a n d E A P A d v a n c es i n t h e 2 1 s t C e n t u r y

The purpose of the 2008 Pre-Conference Event (PCE) of the ESP SIG is to provide acomprehensive survey of cutting-edge developments which would have not beenpossible in the last two or three decades of the past century. These ground-breaking EAP and ESP advances have become possible owing to a range of factorssuch as globalisation, the ICT revolution or higher levels of a suitable educationalinfrastructure in poorer nations.

The first decade of the 21st century has been witnessing a phenomenal expansionof the ways in which learning and teaching are delivered, and this is equallyapplicable to ESP and EAP. The PCE will pay tribute and will give due recognitionto all these aspects.

A number of distinguished ESP and EAP practitioners from across all thecontinents will present papers on this topic. Here at the IATEFL ESP SIG we willdo our best to ensure that the final selection of the approved papers is officiallypublished for the benefit of all EAP and ESP practitioners worldwide.

The ESP PCE on Monday 7 th April 2008 (Exeter) will feature keynote talks ofleading international EAP and ESP practitioners who will be taking turns topresent the output of their recent work to the Pre-Conference delegates.

The programme for the day will include, inter alia:

• Mark Krzanowski (IATEFL ESP SIG Co-ordinator; London School ofHygiene & Tropical Medicine, University of London; Middlesex University): ESP Video Conferencing Teacher Training for Empowerment of Hard-to- Reach International Communities - Focus on Palestinian Territories

• Juliet Thondhlana (Lecturer in Applied Linguistics and EAP, Centre forEnglish Language Education, University of Nottingham, United Kingdom ): Investigating Academic Demands and Students’ Communicative Needs in aGlobalised University of the 21st Century

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• Charles Hall (University of Memphis, USA): Non-native Voices in ESP: Listening Materials for Global English in the 21st Century

• Singhanat Kenny Nomnian (School of Education, University of Leicester,UK): Improving Pre-Sessional EAP Pedagogical Implications to Enhance

Thai Learners’ Classroom Participation in a British University

• Adejoke V. Jibowo (Olabisi Onabanjo University, Ago – Iwoye, Nigeria): Enhancing Greater Quality Higher Education through Study Skills Teaching - Nigeria’s Case: 21st Century

• Maureen Franks (ELT Consultant, Riyadh, KSA, the British Council andGOTEVOT): Radical Changes in the Kingdom of Saudi Arabia: Introductionof New Female Vocational Education Institutes

• Will Nash (EAP Tutor & ELT Teacher Trainer, University of Sheffield

English Language Teaching Centre): E-learning in Teaching EAP in the New Millennium

• Azra Ahmed, Mirat al Fatima Ahsan & Faiza Saleem (Aga Khan University,Karachi, Pakistan): ICT: What Does It Do for EAP and ESP in the Developing World in the 21st Century?

• Phil Dexter (Peacekeeping English Project Manager, the British Council,Libya): The Peacekeeping English Project in Libya: English Language Skills -a Key Element in Developing Professional Armed Forces for the 21st Century

• Modupe Alimi (University of Botswana, Gabarone, Botswana): Advancesand Challenges of EAP and ESP in Botswana in the New Millennium

• Mark Krzanowski (IATEFL ESP SIG Co-ordinator; London School ofHygiene & Tropical Medicine, University of London; Middlesex University): Design and Implementation of Post-Experience Certificate in Teaching English for Academic and Specific Purposes in Developing Countries (Focuson Central Asia)

More information about the content of the talks and the programme for the daywill be available in due course via IATEFL in its official publicity while electronic

updates can be accessed from 5th December on www.espsig.iatefl.org

Mark Krzanowski Sunday, 2 December 2007

More information about all the talks follows below.

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http://www.espsig.iatefl.org/





TITLE OF PRESENTATION

ESP Video Conferencing Teacher Training for Empowerment of Hard-to-Reach InternationalCommunities - Focus on Palestinian Territories

ABSTRACT

The purpose of the presentation is to make ESP practitioners aware of the potential and practicalapplications of video-conferencing in international contexts where face-to-face teaching or exchange ofknowledge may be difficult. The above mentioned project started in November 2004, and is anacademic collaboration between British ESP specialists and ELT course providers at Palestinianuniversities, and especially at Al-Quds Open University. The project has been sponsored by the BritishCouncil in Ramallah. The video-conferencing module reached traditionally disadvantaged learnersand, on a value-for-money budget, empowered Year-3 Palestinian English Philology students who –upon graduation - will be better equipped to cope with the challenges of ELT in a variety of contexts.The project also included train-the-trainer ‘refresher’ sessions for Palestinian ELT/ESP lecturers. Thevideo-conferencing project also benefited both UK-based and Palestinian tutors not only with newtransferable skills, but also meaningful Continuous Professional Development. The presentationpresents the rationale and the highlights of the project.

SUMMARY

The aim of this summary is to provide further information on the above-mentioned project.The above ‘product’ is a UK-prepared customised teacher training package, originally and primarily,for Year-3 English Philology students and prospective teachers of English at the universities inPalestinian territories, and specially at Al-Quds Open Universities (with branches in Gaza, Hebron,Ramallah, Jerusalem, and Nablus). The rationale was to provide a supplementary video-conferencingcourse with ELT input which the traditionally-disadvantaged Palestinian teachers of English in

Palestine would not be able to get in their country due to the constraints of the political and economicsituation. The project breaks new ground in ELT delivery both in UK and in Palestinian territories anddemonstrates that blended learning and e-learning can be a plausible replacement of /an addition toface-to-face tuition.While offering a sound element of theory, this package is highly ‘practical’ since: (a) Palestinianlecturers who mentored their Year-3 English Philology students will also put the transferable skills togood practice with future generations of trainee teachers, even if the product is nor repeated ‘live’ (b)Newly-graduated English philology graduates will start their first jobs (e.g. teaching English invarious sectors) and will be required to make an immediate practical application of what they learnedon their VC ELT/ESP course (c) Palestinian ELT participants normally have access to theoretical booksand internet resources in their own country, but are not given an opportunity to sample good ELT

practice internationally: this practical update was brought in via video conferencing. Anotherimportant aspect of the ELT VC course was the fact that British ELT lecturers raised Palestinianparticipants’ awareness of alternative practices in British and international ELT and ESP.Most of the lectures had been professionally filmed, and can be accessed on www.britishcouncil.tv Most of the PowerPoint slides from the lectures can be accessed on www.slideshare.net Phase IIproved an enormous success for the British ELT team (Mark Krzanowski, Marie Sayers, Will McCurryand Prithvi Narayan Shrestha), the British Council in Palestinian Territories, and Al-Quds OpenUniversity. At present arrangements are made to launch Phase III of the project for December 2007.

PRESENTER

Mark Krzanowski IATEFL ESP SIG Co-ordinator; London School of Hygiene & Tropical Medicine,University of London; Middlesex University

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http://www.britishcouncil.tv/

http://www.slideshare.net/

http://www.slideshare.net/

http://www.britishcouncil.tv/




Investigating Academic Demands and Students’ Communicative Needs in aGlobalised University

ABSTRACT The purpose of this presentation is to share lessons, theoretical and methodological,learned during a university-wide needs analysis exercise being conducted at theUniversity of Nottingham to investigate the extent to which academic demands andstudents’ communicative needs have shifted in response to the changing scene inHigher Education. The aim of the talk is to discuss the critical need forcomprehensive needs analyses in this global environment, the methodologicalcomplexities involved and the theoretical and pedagogical implications of theexercise.

SUMMARY

Higher education worldwide is undergoing substantial changes in terms oforganization and function in response to globalisation forces such as demographics,economic structuring and information technology which are introducing newconceptions of educational markets, organizational structures, teachingmethodologies and teaching content (Morrison 2003). There is increasing diversity inthe student population in terms of culture, socioeconomic status, educational andlinguistic backgrounds.

These developments are impacting on the way we understand academiccommunication. Traditional teaching methods such as lectures and seminars aretaking on new shapes and meanings while new modes of teaching are being

introduced. Also, assessment methods are undergoing major changes withtraditional ones assuming new meanings and new ones being introduced.University programmes themselves are increasingly complex, tending to combinemodules across disciplines and using new modes of distance and electronic teaching.These developments are posing new communicative challenges to students ingeneral but more so to international students who have to not only adapt to learningin English but to cope with varying genres and varying contexts and to handlemeanings and identities that each environment evokes.

This has implications for EAP curriculum development and comprehensive needsassessments, more than ever, are critical to help the EAP practitioner ensure the

relevance of courses offered. The above developments, however, mean that we haveto think carefully about the way we do needs analysis in terms of the nature of thedata we want to collect, how we collect it, analyse it, interpret it and use it. The talkwill focus on sharing ideas on how the needs analysis at the University ofNottingham is being conducted in response to these methodological challenges.

PRESENTER

Juliet Thondhlana, Lecturer in Applied Linguistics and EAP , Centre for EnglishLanguage Education, University of Nottingham, United Kingdom

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TITLE OF PRESENTATIONNon-native Voices in ESP: Listening Materials for Global English in the 21st Century

ABSTRACTWe usually think that as a profession, we in ESP have gone beyond the belief thatEnglish is British or American. However, many native and non-native instructorsstill insist that all recorded ESP materials be produced with native accents.Consequently, it is still rare to hear ‘global accents’ in listening materials for ESPpurposes. Given the globalization and internationalization that the 21st has broughtin, these anomalies need to be addressed judiciously and expeditiously. In thissession, I explore quickly the notion of accepted vs. acceptable pronunciation, reviewthe current status of non-native voices in recorded ESP and “general English”materials, and make suggestions for ways to expand the role of global accents, andthereby give the non-native in ESP a voice in the new Century.

SUMMARYAlmost three years ago, as part of a large ESP development project I wascoordinating, I suggested to the other NNS language professionals involved, whowere from over 10 different European countries, that they should be the “voices” inthe videos and recordings that we were producing. The only other NS and I were notcompletely surprised, however, when the others maintained that they only wantedNS voices as models in the materials. In the intervening time, we have convincedmost of these colleagues that it not only acceptable but actually essential that theirstudents be exposed to a variety of non-native (but intelligible) accents. We say it isessential since the use of NNS voices reflects the actual situation that our needs

analyses repeatedly highlight: most of the interaction European students will have inEnglish will be with other non-native speakers and not with native speakers of anyof the traditionally accepted varieties.

This experience caused me to begin exploring the status of NNS voices in ESP and“general English” materials. I was pleased to see that there are beginning to beimportant projects at the intermediate and advanced levels that intentionally includeNNS as a matter of course. At the same time, I was dismayed to see that fewmaterials for ‘beginners’ (and of course, that is in itself a controversial term in ESPwork) include any authentic NNS voices. Instead, we still find an actor with aNorthern English accent pretending to be Mr. Novak from Prague who will be

visiting friends in the States. In this presentation then, I will explore the political,social, and logistic problems of having authentic NNS voices in ESP materials at alllevels. I will give examples of appropriate practices, inappropriate practices, andinappropriate but unavoidable practices even in my own ESP materials. As part ofthe presentation, I will involve the audience in several inactive scenarios whichshould help the participants understand their own prejudices towards a moresuitable role for NNS in ESP listening materials.

PRESENTERCharles Hall charleshall@rocketmail .comCurrent secondment: Senior English Language Fellow for Language4Law at the CEELI

Institute, Prague, the Czech Republic Place of work: University of Memphis (Applied Linguistics and EFL/ESL) TN US

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mailto:[email protected]

mailto:[email protected]




Improving pre-sessional EAP pedagogical implications to enhance Thai learners’classroom participation in a British university.

ABSTRACT The papers aims to offer pedagogical implications regarding speaking and listening skillsfor a pre-sessional EAP course in a British university that can enhance Thai learners’classroom participation. I will discuss the issue regarding Thai students’ negativeattitudes towards ‘standard’ English, which resulted in their non-participation. It isimportant to raise Thai learners’ positive attitudes towards other ‘non-standard’ varietiesof English and promote social interactions for their personal linguistic awareness, whichwill allow them to become more participative and engaged with others in both academicand social contexts.

SUMMARYThis paper focuses on the growth of multilingual classrooms due to the increasingnumber of international students in UK higher education during the past decade. Thisphenomenon is extremely significant for researchers and scholars in EAP to investigatebecause it challenges current EAP pedagogy by emphasising more on multilingualism inclassroom contexts and practices. Based on the findings of my doctorate study thatsuggests four factors affecting Thai students’ participation in MSc Marketing classroomsin a British university, which are the roles of lecturers, asymmetric power relations ofclassmates, Thai students’ identities and agency, and the large class size that influencedthe decision to participate in the postgraduate classrooms. The paper aims to discuss theissue of Thai students’ perceptions towards ‘standard’ English because it was a salientproblem that resulted in their non-participation in classroom and group discussions inpostgraduate classrooms in a British university. I argue that their perceptions of

‘standard’ English led them to develop negative attitudes towards other ‘non-standard’varieties of spoken English. I therefore propose two EAP pedagogical implications thatacknowledge the significance of classroom teaching and social interactions that wouldenhance Thai students to be more aware of other English varieties and develop positiveattitudes towards the respective users. EAP tutors must be aware of the increasingmultilingualism in UK higher education and acknowledge students of potential linguisticissues, such as pronunciation of other English varieties and accents, which they maycome across while studying in postgraduate classrooms. Thai students should beinformed that other English varieties are equally valued, and this could enhance self-confidence, self-esteem, and ownership of their spoken English, which will enable themto be more engaged in classroom participation. The second pedagogical implication

recognises the direct experience in social interactions that derive from Thai student’sindividual agency that allows them to recognise the appropriacy of interaction in termsof situated contexts, interlocutors, and time. Attitudes towards language use are,however, shifting depending on one’s ability to achieve one’s goal of language learning,which leads them to set a more realistic goal in terms of recognising the importance ofacquiring spoken English was the ability to communicate and make themselvesunderstood. These pedagogical implications are ways forward to enhance them tobecome more participative and engaged with others in both academic and social contextsfor the 21st century.

PRESENTER

Singhanat Kenny Nomnian EdD (TESOL and Applied Linguistics) student,

School of Education, University of Leicester, UK

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Enhancing Greater Quality Higher Education through Study–Skills teaching:Nigeria’s case

ABSTRACT

Nigeria employs education as a tool of achieving natural goals and objectives.

Higher education particularly is of importance in the process. It is meant to produce

graduates of high quality intellectually, professionally, and socially, and are fit to

occupy high – level manpower positions in the society. This study looked into how

study skills an aspect of EAP/UDE teaching could enhance greater quality in the

system.

SUMMARY

Education generally is central to the overall development of a nation. Nigeria as

nation uses education as a means of achieving her national goals and objectives, and

higher education is particularly important in this regard. The system is expected to

produce graduates who are intellectually, technologically, professionally, morally

and socially qualified and competent to occupy high – level manpower positions in

the society. It was against this backdrop that this study set out to find out the

possible contribution of Study Skills teaching in enhancing greater quality of higher

education in the country. One hundred university undergraduates randomly

selected from two universities were subjects for the study. They were grouped into

two – experimental & control. Two instruments: SSIP and SSAT were administered

on them accordingly. Data collected were analysed through X, SD, t-test and

ANCOVA statistics. Findings show (1) SSIP (treatment) had a significant influence

on the experimental subjects’ performance of their academic tasks (f = 38.304, P <

0.05); (2) Subjects’ level of study also had a significant effect on their performance

only in Note – take (F = 13.327, P < 0.05) i.e. deliberate teaching of Study Skills (an

aspect of EAP/ESP) to undergraduates in Nigeria is a necessity, not a mere extra.

PRESENTER

Adejoke V. Jibowo, Senior Lecturer , Dept of CSIT, Olabisi Onabanjo University,Ago–Iwoye, Nigeria

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Radical changes in the Kingdom of Saudi Arabia: Introduction of new, femalevocational education institutes across the whole kingdom

ABSTRACT

The purpose of the talk will be to show that at the start of the 21st century GOTEVOT

( General Organisation for Technical Education and Vocational Training) led by the

King, made a commitment to building 39 new government run technical institutes

catering for women. I will aim to show that not only was the idea of creating the

institutes revolutionary but that also the decision to address the issue of ‘curriculum

content and delivery’ in ELT / ESP classes, using a more student centred approach,

was a radical departure from the norm. The talk will also look at the deliberate

decision, taken by the women’s director for the new women’s institutes, to employ

only young, female teachers and the impact this decision has had on the

development of the new institutes.

SUMMARY

Because GOTEVOT already had many established men’s vocational institutes across

the whole of KSA, it has been interesting to see what has happened with the opening

of the first women’s colleges in September 2006. As a consultant, brought in to help

the English teachers in the new women’s colleges, but also working with the men’s

English Curriculum team between March 2006 and the opening of the women’s

institutes in September 2006, it has been fascinating for me to be able to compare

approaches and attitudes to the more ‘communicative approach’ adopted by the

women teachers. I have now delivered 3 separate training sessions to the women

teachers from the first four colleges opened in 2006 and the issues and specific

requests for curriculum support, especially in the ESP domain has been challenging.

I will share this story during the plenary.

PRESENTER

Maureen Franks, ELT Consultant, Riyadh, KSA, working with the British Counciland GOTEVOT on a GOF project.

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E-learning and EAP in the New Millennium

ABSTRACT

There have been huge advancements in educational technology in the 21st centuryand these look set to continue. How can the teaching of EAP benefit from this e-revolution?

This talk will present the experiences of using e-learning resources for internationalstudents studying at the University of Sheffield in the UK. It will also introduce someof the wide range of technology available and their uses. During the talk thepresenter will make, and invite the audience to make, practical suggestions on howbest to implement an e-learning strategy for EAP, given the restraints of time, costand skill.

SUMMARY

Technology has been part of language teaching for decades. From printing torecording and language laboratories to video, English teachers have exploited arange of resources. However, since the new Millennium the biggest difference is therapid rate of development of these technologies and their application in specific areasof teaching.

Three e-learning resources for EAP are being used by teachers and students at the

University of Sheffield ELT Centre, on the ‘Academic English Preparation Course’.The resources are a Virtual Learning Environment, Vodcasts and an InteractiveWhiteboard. Students taking the AEPC can enrol on a supplementary onlinelanguage support course, though ‘My Online Learning Environment’ VLE, on theUniversity of Sheffield intranet. This allows them to access courses on academicskills, a grammar and vocabulary discussion surgery and a live chat area. Studentsalso take a compulsory module in Computer Assisted Language Learning indedicated rooms. As part of this module, some use vodcasting to improve speakingand listening skills on learner training topics, such as tips on learning new words.

More recently, the ELTC has invested in an interactive whiteboard. This is being

used to develop reading and writing skills by getting students to manipulate andhighlight text, to complete interactive vocabulary activities and to annotate studentpresentation videos. These resources have been successfully integrated into EAPteaching and contribute to learning. However, whatever the resource, we need toconsider the impact on teachers and learners and how they can be implementedpractically and economically.

PRESENTER

Will Nash, EAP Tutor & ELT Teacher Trainer , University of Sheffield EnglishLanguage Teaching Centre

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ICT: What does it do for EAP and ESP in the developing world?

ABSTRACT

This talk explores the potential of WebQuests and Weblogs as learning spaces for

students in the EAP and ESP settings. It shares how ICT has been used for

educational purposes at a private university in Karachi, Pakistan, and records the

experience of using ICT as a suitable educational tool where infrastructure may be

inadequate. The talk concludes that ICT for EAP ad ESP has the potential of being a

dynamic tool for educators in most circumstances.

SUMMARY

The range of applications for ICT in the teaching and learning of EAP and ESP is

varied. Technology is being used for language teaching and learning for content

delivery in addition to developing self–directed learning. However, there are a

number of questions that need to be answered. Does using ICT in the classroom

mean simply converting paper based material into electronic version? Does using

ICT mean moving the learners from a classroom to a lab instead? Is it just a

marketing gimmick? Or does it do more? This paper aims to demonstrate that ICT

for the teaching and learning of EAP and ESP has the potential of enhancing the

language and thinking skills of the learners. At a private university in Karachi,

Pakistan, WebQuests have been designed to deliver content and encourage the

learners’ critical thinking skills. In addition weblogs have been developed to promote

student to student communication, student-teacher communication, knowledge

sharing and management, and community building. The talk concludes that ICT for

EAP ad ESP has the potential of being a dynamic tool for educators as it givesteachers and learners the opportunity to discover content, promote dialogue and

express opinions synchronously and asynchronously.

PRESENTERS

Azra Ahmed (Senior Instructor, Aga Khan University Centre of English Language),Mirat al Fatima (Senior Instructor , Aga Khan University Centre of EnglishLanguage)Faiza Saleem (Senior Instructor , Aga Khan University Centre of English Language);

Aga Khan University, Karachi, Pakistan

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The Peacekeeping English Project in Libya: English Language Skills - a KeyElement in Developing Professional Armed Forces for the 21 Century.

ABSTRACT

The Libyan Armed forces is undergoing a transformation and, like all other sectors inLibyan society, there is a developing process of integration into internationalcommunity institutions at a pace that is acceptable to Libya. English language skillsare now recognised as indispensable to the development of modern armed forces inLibya. There is a need for training in the UK and other English language countries, joint international military training/exercises and future peace support operationsthrough both the United Nations and the African Union. All of these activities will beconducted through the medium of English. The British Council Global Peacekeeping

English Project is uniquely positioned to cooperate with the Libyan Armed Forcesand the Libyan Government in supporting this project having run similar projectssuccessfully in over 20 countries since 1995. In this presentation I will outline whythe project is necessary, how the UK and Libyan sides are cooperating together, ourlanguage training activities and products and what our plans are for what willprobably be a three year project up to 2010.

SUMMARY

Libya is a country in transition with almost all elements of society looking at newways to integrate with the world community. There is a long tradition of Libyans

studying in the UK and the Libyan Government have just announced that 4500scholarships will be made available for study abroad in 2008 – the vast majority willwish to go to the UK. However, while English language learning is now being (re)introduced at primary level there is generation that has missed the opportunity tolearn English formally with a resulting skills gap when wishing to study abroad.There is now a great desire amongst young professionals in Libya developing skillsthat will position them favourably for workplace opportunities in our competitiveglobalised world. In particular this means being equipped for effective study atuniversities and professional training courses in the UK and worldwide.The Libyan Armed forces is undergoing a similar transformation process. Englishlanguage skills are now recognised as indispensable to the development of a modern

armed forces in Libya. There is a need for training in the UK and other Englishlanguage countries, joint international military training/exercises and future peacesupport operations through both the United Nations and the African Union. All ofthese activities will be conducted through the medium of English.The British Council Global Peacekeeping English Project is uniquely positioned tocooperate with the Libyan Armed Forces and the Libyan Government in supportingthis project having run similar projects successfully in over 20 countries since 1995. Inthis presentation I will outline why the project is necessary, how the UK and Libyansides are cooperating together, our language training activities and products andwhat our plans are for what will probably be a three year project up to 2010.

PRESENTERPhil Dexter (the British Council Peacekeeping Project Manager , Libya)

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Advances and Challenges of EAP in Botswana in the New Millennium

ABSTRACT

This talk discusses some of the developments and challenges that EAP in theUniversity of Botswana (UB) has witnessed since 2000. Such developments asprogramme diversification and sustainability, improved facilities such as e-learningand technology enhanced classrooms for content delivery are discussed. The talkshows that programme management, differing proficiency levels of students atenrolment and students’ negative attitudes are issues that EAP teachers contend withdaily. The paper finally draws attention to the need for the creation of EAPdepartments in African universities to cater for the academic development of EAPpractitioners on the continent. (99 words)

SUMMARY

The teaching of EAP courses in the University of Botswana is the responsibility of theCommunications and Study Skills Unit which was established in 2000. Prior to thistime, EAP courses were predominantly resident in the Department of English. Theinception of the Communication and Study Skills Unit, however, provided theopportunity for a review of the entire EAP programme. The deployment of staff fromthe traditional English Department enabled them to focus more on their primaryacademic interests of teaching and researching EAP issues.

This talk which discusses some of the significant developments in EAP at UB and thechallenges that the programme currently faces underscores the need for AfricanUniversities to mount higher degree programmes specifically in EAP in order todevelop its own pool of professionals in the discipline.

The developments in the field of EAP discussed include programme diversificationand sustainability, development of more relevant expertise, improved learningenvironment through e-learning and technology enhanced classrooms and greaterawareness of the relevance of EAP with the emergence of new tertiary institutions inthe country.

It is also argued that the professional development of lecturers in the EAPprogramme is a major issue, not because such staff members do not have equaltraining opportunities, but because of the current arrangement which locates the unitin a non teaching academic centre. Other challenges that derive from the above suchas networking, programme management and negative students’ attitude arediscussed.

PRESENTER

Modupe Alimi, Senior Lecturer in English , University of Botswana, Botswana

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TITLE OF PRESENTATION Design and Implementation of Post-Experience Certificate in Teaching English for Academic and Specific Purposes in Developing Countries (Focus on Central Asia)

ABSTRACT

The purpose of this presentation is to present practical outputs of a design andimplementation of a post-experience Certificate in Teaching English for AcademicAnd Specific Purposes offered in the context of developing countries (and more specifically,at the University of Central Asia (UCA) in three mountainous republics of Kyrgyzstan,Tajikistan and Kazakhstan). In the UK the certificate and the diploma TEFL / TESOLframework, with UCLES, Trinity College taking the lead, is well established, andinternationally recognized. However, a university post-diploma qualification is not widelyavailable: perhaps because of the multiplicity of issues that would need to be incorporatedwhen delivering such a qualification on a wider scale. The speaker will present to theaudience the actual rationale of the course, how it was deigned, delivered, implemented andevaluated. The talk may be of interest especially to ESP and ESP practitioners from, orworking in, developing countries where ESP needs are diverse and ever-growing.

SUMMARYThis summary is meant to provide more information about the above-project so that

prospective participants are aware of what would be included in the talk.In April 2007 UCA made a decision that it needed to equip its experienced ELT

lecturers with a new set of skills which would enable them to teach EAP and ESP as wellin order to prepare prospective undergraduate and postgraduate students to functionwell in an academic environment where tuition, partially or fully, is delivered via themedium of English. In response to this, a tailor-made, uniquely-conceived course wasdesigned to meet these specific ‘needs and wants’.

The aims of the course were defined as follows:• To raise lecturers’ knowledge of specific similarities and differences that underline the teaching of EAP

& ESP as compared and contrasted with General English• To train teachers to be able to handle the challenges of the EAP / ESP classroom in higher education and

professional contexts

• To provide trainees with exposure to a range of commercially available as well as professionally producedEAP and ESP materials that can be adopted or adapted for Central Asian or other teaching contexts

• To equip tutors with a range of specific EAP and ESP teaching competencies such as EAP/ESPmaterials design, curriculum and syllabus design, assessment and testing

• To identify the features of the academic register and typical genres and a range of professional registers(and typical genres) and how these need to be taught to learners

• To review current theoretical and practical developments in EAP and ESP in the world, with a particular reference to developing countries

• To examine the state-of-the-art EAP and ESP resources and how these can be judiciously used for effective learning and teaching

• To provide participants with a meaningful Continuous Professional Development post-degreequalification that offers them academic and pedagogical advancement.

The presenter will also focus on pedagogical objectives & learning outcomes, thesyllabus, schemes of work, delivery, course materials, assessment (formative andsummative), grading, course evaluation, and external quality assurance (the qualityassurance being conducted by Trinity College London). The PCE participants will be ableto examine samples of the output of the trainees in the seven subcomponents of thecourse. The talk is likely to be of interest particularly to ESP providers in developingcountries where ESP teacher training frameworks do not exist yet.

PRESENTERMark Krzanowski IATEFL ESP SIG Co-ordinator; London School of Hygiene & Tropical

Medicine, University of London; Middlesex University

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