ESP (English for Specific Purposes) – caters to different types of
ESP is generally designed for intermediate or advanced
profession/jobs (different types of English)
CORE CONCEPT OF ESP  use of language in concept rather than
teaching of grammar (concern is in the need of the learners)
OBJECTIVE OF ESP
 To sharpen language skills through the use of discipline-
based materials for the development of academic
proficiency
3 MAIN REASONS FOR THE EMERGENCE OF ESP
1. The demands of a brave new world – dominated by
technology and commerce
2. A revolution in linguistics – focus was once to describe the
rules of English usage (grammar) which later on became
discovering the ways in which the language is a actually
used in real communication
3. Focus on the learner – educational psychology emphasized
the central importance on the learners and their attitudes
to learning
PHASES OF DEVELOPMENT OF ESP
1. Register Analysis – aim is to identify the grammatical and
lexical features of the registers
2. Rhetorical or Discourse Analysis – analysis of language
beyond the sentence, attention is on how sentences were
combined in discourse to produce meaning
3. Target Situation Analysis – aim is to take the existing
knowledge and set it on a more scientific basis (needs
analysis)
4. Skills and Strategies – focus are on the underlying
interpretative strategies (how one interprets/guesses the
meaning from context) and on the skills like reading,
writing, speaking, listening
5. A learning-centered approach – concern is with language
learning and how you assess students
ABSOLUTE CHARACTERISTICS OF ESP
1. ESP is designed to meet specific needs of the learners
2. ESP makes use of underlying methodology and activities of
the discipline it serves
3. ESP is centered on the language appropriate to these
activities in terms of grammar, lexis, register, study skills,
discourse and genre
VARIABLE CHARACTERISTICS OF ESP
1. ESP may be related to or designed for specific disciplines
2. ESP may use, in specific teaching situations, a different
methodology from that of General English
3. ESP is likely to be designed for adult learners, either at
tertiary level institution or in a professional work situation.
It could, however, be for learners at secondary school level
4.
students
5. Most ESP courses assume some basic knowledge of the
language systems
THE SUBTYPES OF ESP
1. English for Academic Purposes – commonly known as
Academic English, entails training students, usually in a
higher education setting, to use language appropriately for
study. Focus is on cognitive academic proficiency
(understanding things)
2. English for Occupational Purposes – refers to the specific
ways English is used in different work and professional
situations. Focus is on improving interpersonal skills
(communication)
3. English as a Restricted Language – a “reduced” form of a
language. Some registers are extremely restricted in
purpose (seaspeak and airspeak). Thus they employ only a
limited number of formal items and patterns and are
known as restricted language (only used in specific
contexts; knowing this type of English may not help to
communicate effectively outside the specific context)
4. English with Specific Topics – uniquely concerned with the
anticipated future English needs of, for example, scientists
requiring English for postgraduate reading studies,
attending conferences or working in foreign institutions.
Focus shifts from purpose to topic (used in researches)
Department Order No. 52, S. 1987 – The 1987 Policy on Bilingual
Education
1. The Policy on Bilingual Education aims at the achievement of
competence in both Filipino and English at the national level,
through the teaching of both languages and their use as media of
instruction at all levels. The regional languages shall be used as
auxiliary languages in Grades I and II. The aspiration of the Filipino to
enable them to perform their functions and duties as Filipino citizens
and in English in order to meet the needs of the country in the
community of nations.
2. The goals of the Bilingual Education Policy shall be:
a. Enhanced learning through two languages to achieve
quality education as called for by the 1987 Constitution;
b. the propagation of Filipino as a language of literacy;
c. the development of Filipino as a linguistic symbol of
national unity and identity;
d. the cultivation and elaboration of Filipino as a language of
scholarly discourse that is to say, its continuing
intellectualization; and
e. the maintenance of English as an international language
for the Philippines and as a non-exclusive language of
science and technology.