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Violeta Negrea - Esp Teaching Reform of Romanian Academic Education

Violeta Negrea - Esp Teaching Reform of Romanian Academic Education

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Published by topsy-turvy
Euromentor vol. 2, no. 4
Euromentor vol. 2, no. 4

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Categories:Types, Research
Published by: topsy-turvy on May 14, 2013
Copyright:Attribution Non-commercial


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The article makes a presentation of the evolution of the teachingdomain of the foreign languages for specific purposes at international and nationallevel. It also makes references to the curriculum reform of the domain that shouldbe deepened and directed to the specific linguistic and communicationcompetences of the Romanian professionals.
 foreign languages for specific purposes; curriculum reform;specific competences; professional competences; market economy.
The new democratic conditions in Romania after the political andsocial movement in 1989 led to reconsidering the fundamental everlastinghuman and social values and determined great expectations about athorough reform of the whole society.The support of such an important transformation is, obviously, theeducational system, which represents the basic institutional structuregenerating the natural, social and professional strata.One of the most significant educational subjects, at all levels isrepresented by teaching the foreignlanguages especially English, which isalso, a political target nowadays, because of the European reintegration ofRomania.At university level, English language is supposed to produce highlyeducated professionals, opened to a permanent specialization andto ahigh social and professional integration. The English language taught atthis level, for different specializations are known under the denominationof “
English for special Purposes
”.The new tendencies in teaching ESP at university level are to benoticed when understanding first the administrative steps that were takenfor a reformed curriculum.
Professor Ph.D
“Dimitrie Cantemir” 
Christian University, Bucharest.
It is important to become aware of the significance of the moment, asthere was no previous similar historical period for human society toexperience the coming back from a society based on pretended equalrights of its members, to a society ruled by the natural principles of equalrights obtained through the fair competition towards quality provided bya fair and solid educational structure.According to thenew social and professional needs, the educationalsystem is supposed to produce highly qualified specialists in differentdomains, in order to determine, to push the whole society reform.
1. Administrative reform of the educational system
It is to be noticed that the first step that was to be taken was inadministrative domain, in order to create organizational opportunities fornew educational developments. New legislation in the domain becamepermissive and now a lot of private institutions at high education arespread all over the country. More than that, the state universities becameautonomous from administration point of view, allowing nowcompetition among them, representing a way out to high quality of theeducational social service.
2. Curriculumreform
The most significant aspect of educational reform in our country is thecurricular one, as it is understood at the macro level down to the microone of the individual students group and teacher, i.e. the process oflearning itself.At this moment Iconsider necessary to be more specific about thesignificance of the worldwide concept of curriculum.There are two meanings of this concept:1) It relates to the official documents issued by the political andeducational bodies for the whole system in the territory, operatingthrough school plans, programs, number of classes for each subject, theirdistribution for a school-year, term or week and so on.2) Curriculum denominates not only the documents as a result of aneducational policy, but it describesthe process of education itself, at alllevels including the
syllabus, the contents, methodology, forms and times of evaluation
.The article makes reference to the author’s point of view regarding theterm of curriculum which represents both the officialdocuments issuedand the educational process itself down to the students group.
The status of autonomy allows universities to issue their own subjectplans for each faculty, level and distribution of classes for a year, a term, aweek, according to the needs analysis. ESP has become a separate subjectto be studied in universities for different professional domains.There are some categories of elements influencing the ESP programsto be taken in the account when drawing the syllabus:a)the aims of theinstitution:
if ESP is a medium of instruction
if ESP is a subject in the curriculumb)administrative resources and limitsc)the students motivationd)the original level of English knowledgee)the language teacher’s professional capacity in the specificdomainf)free access to ESP resources and aidsThe general usage adopted at university level in the world hasbecome operational in our transitional country too. Thus, according tothese categories, the language departments of the universities can drawtheir own syllabus according to the specific professional needs of thefuture graduates and to the labor force in the region. The natural andspecific reasoning of the professional domain may provide efficientlinguistic criteria for the selection and grading contents of ESP.Not only the syllabus drawing is now a challenge for the Englishuniversity teacher and a great gain for student learning, but also thepermanent working with new materials too, represents a sign ofindependence and a way for the ESP teacher to manifest his ownprofessional abilities and personality. It is an established tradition of ESPteachers producing
. This is not an easy target, takinginto account the knowledge needed and the time consumed. Once theresponsibility undertaken, the ESP teacher must define first the objectivesof the materials:a)-materials provide a stimulus to learning. Good materials do notteach, but they encourage learners to learn. They must contain:
interesting texts
enjoyableactivities which engage learners thinking capacities
opportunities for the students to use their existing knowledgeskills
texts which both students and teachers can cope with

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