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© David Hill 2012 - NEAS Conference, May 2012, Sydney
Practical considerations in EAP
and ESP course design
David Hill Independent ELT writer / consultant
[email protected] [email protected]
0403 791 238
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© David Hill 2012 NEAS Conference, May 2012, Sydney
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Outline
1. The ESP spectrum
2. Theory, in brief
3. Back to reality
4. Syllabus composition
5. Connections and balances
6. Walk-through
7. Summary and principles
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What do I mean by ESP?
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Common thread to the definitions in the literature is:
English for any particular purpose
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Examples
English for (General)
Academic Purposes (EGAP)
English for Specific Academic Purposes
(ESAP) Business English
IELTS Exam Preparation
English for High School
English for open pit copper mine engineers at
Chuquicamata mine, Chile
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Types of ESP
Wide-angled Narrow-angled
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Where do they go?
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Wide-angled Narrow-angled
EGAP
Biz Eng
Chilean mine
engineers ESAP
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Outline
1. The ESP spectrum
2. Theory, in brief
3. Back to reality
4. Syllabus composition
5. Connections and balances
6. Walk-through
7. Summary and principles
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The triangle of inputs
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Course
Teacher (knowledge of
English)
Student (subject
knowledge)
Teacher/course designer (genre analysis skills)
Based on Frendo (2011)
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The literature: ESP course design
Most descriptions:
•Narrow-angled
•Access to the stus and/or a well-defined context
•Focus on detail: materials
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Techniques
Investigation of text types
DIY corpus
Ethnographic approaches (observations, interviews etc)
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Outline
1. The ESP spectrum
2. Theory, in brief
3. Back to reality
4. Syllabus composition
5. Connections and balances
6. Walk-through
7. Summary and principles
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But …
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Is that usually possible for NEAS courses?
Do we have the resources (esp time) to do this anyway?
Teacher experience and the result?
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So …
Start from info already available (Basturkmen, 2010)
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© David Hill 2012 NEAS Conference, May 2012, Sydney
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Outline
1. The ESP spectrum
2. Theory, in brief
3. Back to reality
4. Syllabus composition
5. Connections and balances
6. Walk-through
7. Summary and principles
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As NEAS says:
It is OK to base courses around coursebooks!!!
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Why are course books useful?
Less re-inventing the wheel
Ready-made syllabus
Sense of progression / continuity / direction
Ensure coverage
Everything Many things in one place
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But … they’re generic
Wide-ranging needs (prior experience, age, etc)
Multiple contexts
Avoid offence (no PARSNIPS!)
Currency (no recent / current events)
Skills balance
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Some suggestions to overcome this:
Localise: supplement with local materials
Re-balance the skills; fill the gaps
Provide options
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My approach …
Find a core text (or two) that fits the general needs of the students
Identify areas of mismatch between that text and student needs
Find supplementary materials that fill the gaps
Match units of all texts (core + supplementary) to weeks
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Outline
1. The ESP spectrum
2. Theory, in brief
3. Back to reality
4. Syllabus composition
5. Connections and balances
6. Walk-through
7. Summary and principles
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The connected curriculum
Learner profile
Objectives and learning outcomes
Syllabus outcomes
Assessment types and processes
Level descriptors / assessment criteria
Professional development
Evaluation (eg survey questions)
Promotional material
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Balance
Prescription and
consistency
Teacher creativity /
response to ss
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Outline
1. The ESP spectrum
2. Theory, in brief
3. Back to reality
4. Syllabus composition
5. Connections and balances
6. Walk-through
7. Summary and principles
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One approach
Main document ~25 pages
Syllabus overview ~6-8 pages
Core texts
Systematic supplementary materials, activities, projects
Assessment activities
Level syllabus (detailed) ~ 2 pages per week
Outcomes from core and supplementary texts
Assessment
Notes and suggestions
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One approach …
1 Rationale
2 The Students
3 Objectives
course objectives
learning outcomes
4 Curriculum design and content
Approach
Syllabus
Materials, timetables, teaching program
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One approach …
5 Assessment
Pre-arrival testing and placement
Monitoring student progress/achievement
Informing students
Student progress records, certificates etc
6 Review and evaluation
7 Specialist staff
8 Promotion
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Outline
1. The ESP spectrum
2. Theory, in brief
3. Back to reality
4. Syllabus composition
5. Connections and balances
6. Walk-through
7. Summary and principles
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General suggestions …
Keep up-to-date with materials
Keep an eye on the literature to avoid re-inventing the wheel
Be specific but brief: Who? When? How?
Avoid teaching content
Keep everything linked
Don’t get bogged down in detail
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Bibliography
Basturkmen, H (2006) Ideas and Options in English for Specific Purposes. New Jersey: Lawrence Erlbaum
Basturkmen, H. (2010) Developing Courses in English for Specific Purposes. Basingstoke: Palgrave Macmillan.
Dudley-Evans, T & St John, M J (1998) Developments in English for Specific Purposes. Cambridge: CUP
Frendo, E (2011) Brighton Online: Interview with Evan Frendo. Retrieved May 10, 2012, from http://iatefl.britishcouncil.org/2011/sessions/2011-04-18/interview-evan-frendo
Hutchinson, T & Waters, A (1987) English for Specific Purposes. Cambridge: CUP