THE ROLE OF THE ESP

TEACHER
 A SYLLABUS DESIGNER

 THE NEEDS ANALYSIS DONE PREVIOUSLY WILL HELP

THE ESP TEACHER TO ORGANIZE THE MATERIAL BASED
ON GRAMMAR, SITUATIONAL OR FUNCTIONAL POINT OF
VIEW. AND ALONG WITH A CRITERIA USUALLY BASED
ON ORDER OF IMPORTANCE OR FREQUENCY .
 A MATERIAL WRITER

 AN ESP TEACHER SHOULD NOT FOLLOW A BOOK

RIGIDLY. SPECIALLY IF IT IS HIGHLY SPECIALIZED SINCE
WE’VE SEEN THERE IS NO CONNECTION BETWEEN
SENTENCE GRAMMAR AN SPECIALISATION
KNOWLEDGE.

 THE MATERIAL MUST FIT THE STUDENTS’NEEDS AND

THE GOALS SET BY THE ESP TEACHER
 NEEDS ANALYSER

 ESP TEACHER SHOULD GATHER INFORMATION OF

THE WEAK AND STRONG POINTS HIS OR HER
STUDENTS POSSESS.

 ONCE THE PROCESS MENTIONED ABOVE IS DONE,

THE ESP TEACHER WILL HAVE GOOD SUPPOR FOR
WRITING MATERIALS.
 A MOTIVATOR

 USUALLY LEARNERS IN SPE CLASSROOMS ARE TENSE

BECAUSE THEY THINK THEY WILL GET INVOLVED WITH
DIFFERENT GRAMMATICAL STRUCTURES AND LOADED
WITH LOTS OF HIGHLY TECHNICHAL TERMS THEY WILL
HAVE TO MEMORIZE. SO IT IS IMPORTANT THAT THE
ESP TEACHER CHANGE THIS WRONG PERCEPTION AND
MAKE THEM FEEL MORE CONFORTABLE.
 T H E E S P T E AC H E R M U S T A DA P T
M ATE R I A L S

 ESP TEACHERS MUST BE SKILLFUL NOT ONLY IN

WRITING MATERIALS THAT SUIT THEIR
STUDENTS’NEEDS BUT ALSO BE ABLE TO ADAPT
MATERIALS THAT IS GIVEN BY THE INSTITUTION THEY
ARE WORKING IN. IT WILL BE NECESSARY FOR YOU TO
ADAPT SO BOTH YOU AND THE LEARNERS WILL HAVE
MORE FLUENT CLASSES.
 A NEGOTIATOR
THE ESP TEACHER MUST NEGOTIATE:

 A TWO-WAY COLLABORATION IN WHICH THE LEARNERS HELP TEACHER

LEARN MORE ABOUT THE TARGET SITUATION AND IN TURN THE
TEACHER MAKES THEM KNOW OF THE PROBLEMS LEARNERS FACE.

 NEGOTIATE IN A MORE PHYSICAL SENSE: CRAMPED CLASSROOM,

INCONVENIENT LOCATION, ETC.

 MAKE THE LEARNERS KNOW THAT THERE IS NO GRAMMATICAL

STRUCTURE, FUNCTION OR DISCOURSE SPECIFICALLY FOR A SPECIFIC
SUBJECT. IN SHORT, THERE IS NO NEED FOR HIGHLY SPECIALIZED TEXT.