MODULE: ENGLISH FOR SPECIFIC PURPOSES

ENGLISH (SECONDARY)
METHODOLOGY
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By JOAN ADRIAN C. TABALANZA

“Language is not a genetic gift, it is a social gift. Learning

a new language is becoming a member of the club – the
community of speakers of that language.”

— Frank Smith —
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ENGLISH FOR SPECIFIC PURPOSES

Objective:

1. Apply content-based principles and strategies in developing language proficiency

for specific discipline.

Introduction

ESP concentrates on the tailored requirements and aims of people who employ English
for professional or academic purposes. ESP differs from general English in that it
prioritizes tailored language instruction to meet individual needs. With a focus on the
learners' needs, ESP is customized to address their unique situation.

The underlying principle of ESP is recognizing each student's unique motivations and
reasons for learning English. Essential communication skills in English are crucial across
diverse professional settings, particularly when interacting with global counterparts. For
some learners, English is necessary for creating and interpreting academic texts and
presentations within their areas of study. For certain individuals, English is required to
fulfill specific professional objectives. A standardized ESP curriculum does not exist;
instead, each learner's needs and aims are considered.

Based on the learners' language needs and their specific purposes, ESP courses typically
require an analysis. Through this process, the focus on language skills, knowledge, and
competencies helps learners navigate their professional or academic settings
effectively. These methods enable a thorough needs analysis, providing a comprehensive
understanding of the situation. The needs analysis findings serve as the basis for
selecting and structuring ESP course content, resources, strategies, and appraisals that
cater to the learners' requirements.

These courses incorporate content-based learning, relying on the learners' specific

subjects as the primary source of language input and output. This approach to language
instruction combines language and content learning. Both language and academic
prowess can be enhanced via this approach, resulting in holistic development. By
incorporating diverse content types, content-based instruction promotes learners'
disciplinary knowledge and contextual understanding.
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Using tasks as the primary vehicle for language acquisition, ESP courses are designed to
foster learning. Language tasks, designed to promote specific outcomes, are activities
that learners must complete. Challenging tasks can foster deeper learning when they are
authentic and interactive. Different skills are essential for tasks, including input, output,
interaction, or integration abilities. The actual tasks and situations that learners face can
be reflected in the tasks, too.

With advantages for both parties, ESP courses are truly advantageous. ESP courses
enable students to master a language that is directly applicable to their professional or
academic environments. These courses can help enhance their motivation, self-
assurance, and independence in employing English for individual objectives. With ESP
training, teachers can create more customized courses that meet their students' learning
goals. In addition, ESP courses can broaden their scope of knowledge and skillsets in
diverse areas.

Although ESP courses offer benefits, they also present difficulties for both parties. ESP
courses demand that learners possess some elementary knowledge of the language and
content, due to their more sophisticated and focused nature. The language and content
of ESP courses necessitate additional time and effort to master. With their specialized
nature, ESP courses often present a challenge for teachers, necessitating a particular
background or experience. ESP course design, execution, and assessment necessitate
collaboration with relevant individuals.

Some examples of ESP courses are:

- English for Business: With an emphasis on multiple business contexts and functions,
this course seeks to improve language proficiency.

- English for Engineering: With a focus on language abilities applicable to engineering

disciplines, such as civil, mechanical, electrical, and related areas, the course is
organized.

- English for Health: With language skills and knowledge at its core, this course is tailored
for individuals in healthcare professions.

- English for Academic Purposes: With the goal of expanding learners' linguistic
capabilities within diverse academic environments, the course works to improve their
overall proficiency.
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In conclusion, English for Specific Purposes (ESP) is a branch of English language

teaching that focuses on the specific needs and goals of learners who use English for
their professional or academic purposes. ESP is different from general English, which
aims to develop learners' overall language proficiency and communicative competence.
ESP is more tailored and targeted to the learners' contexts, disciplines, and tasks. ESP
courses are usually needs-based, content-based, and task-based. ESP courses have
many benefits and challenges for both learners and teachers.
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ESP Principles

Rather than language, CBI focuses on teaching content via language. Both linguistic skills
and academic knowledge can be developed simultaneously through it. Language
learning is more efficient when used practically, in a genuine context. CBI can be tailored
to meet the unique needs of various fields and goals, including ESP, EAP, and immersion.

The following are some of the content-based principles in developing language

proficiency for specific disciplines:

- Content selection: Content should align with students' objectives, past experiences,
and current skill levels. Meeting the language goals and standards of the course
through the content is vital. Derived from multiple sources, content encompasses
books, journals, streaming platforms, or online resources. For instance, an ESP course
on English for business might include modules on marketing techniques, customer
relations, negotiation abilities, and report writing.

- Content organization: A clear focus and scope are crucial for effective content
organization into meaningful units or themes. According to their level of difficulty,
complexity, and integration, the units or themes should be sequenced. Title, description,
topics/activities, and duration are essential for each unit/theme. For example, an EAP
course on English for engineering could be organized into units like bridge design, dam
construction, or tunnel building.

- Content delivery: Effective language learning is facilitated through content delivery

employing diverse strategies and techniques. The strategies and techniques should
encompass a range of tasks that encourage students to apply language for a particular
purpose or objective. Ensuring the tasks are realistic, interactive, and difficult for the
students is crucial. The tasks require a comprehensive set of skills, incorporating input,
output, interaction, or integration mastery. To illustrate, in an English health immersion
program, content could be delivered through tasks like reading an article, listening to a
podcast, speaking about personal experiences, or writing a letter.

- Content assessment: A comprehensive assessment of content demands examining

both the content's substance and language via diverse evaluation techniques and tools
that adhere to the course's goals and curriculum requirements. Students' preparedness
will improve when the tools and methods used reflect the genuine tasks and
circumstances they will encounter. Include options like quizzes, tests, projects, portfolios,
or presentations when thinking of tools and methods. By integrating rubrics and
checklists, the tools and methods give students detailed feedback on their
performance. Considering an ESP course focused on English for tourism, evaluations
could entail a quiz on famous tourist spots, a test on cultural occurrences, a project
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showcasing a travel destination, a portfolio highlighting travel experiences, or a

presentation on a proposed itinerary.
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ESP Strategies

This integrated approach to language education, Content-based Instruction (CBI),

employs meaningful themes and topics to foster language proficiency³; CBI seeks to
enhance language ability and content understanding, while also fostering academic and
cognitive growth. To optimize CBI's potential, educators must incorporate strategies that
align with students' varied needs, interests, and aptitudes.

Some of these strategies are:

- Thematic unit: A thematic unit consists of activities and tasks that revolve around a
specific theme or topic, including animals, food, and health. A comprehensive approach
that covers multiple disciplines, thematic learning incorporates skills in reading, writing,
and more. For example, a unit centered on animals could involve reading about various
species, writing reports, listening to sounds, sharing preferences, learning vocabulary and
grammar, and exploring animal diversity and habitats across cultures.

- Sheltered instruction: By tailoring instructional content and language, sheltered

instruction ensures English language learners can fully comprehend and access
knowledge. Using a combination of visuals, gestures, demonstrations, graphic
organizers, simplified language, clear explanations, examples, and scaffolding
techniques can create an ideal setting for effective learning of content-based lessons. To
illustrate, a fractions lesson could include pictures, manipulatives, graphs, definitions,
synonyms, rephrased explanations, and feedback to help learners understand the topic
and terminology.

- Sustained content: A focused content approach spanning a semester or year, sustained

content entails. Long-term exposure to the subject facilitates a more detailed grasp,
empowering learners to excel. Moreover, sustained content can offer learners more
chances to apply academic language and discourse in the relevant field. A dedicated
content course on American history can equip learners with a broad knowledge of
historical facts, while also improving their ability to express themselves through language
and reasoning.

- Adjunct model: By combining a content course with a language course that shares a
common theme or topic, the adjunct model offers a unified learning approach. The
adjunct model enables learners to transfer and integrate language skills and strategies
acquired in the language course into the content course. The adjunct model enables
learners to integrate the content course knowledge and skills with those gained in the
language course. Adjunct model collaboration encourages content and language
teachers to work together. Offering a prime illustration, an adjunct model program brings
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together a biology course and an academic writing course with a shared emphasis on
environmental topics.

By incorporating content-based strategies, teachers can improve their language skills in

different disciplines. These techniques allow teachers to design enriching and
challenging learning experiences that enhance linguistic and cognitive growth.
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Relevant Concepts

Some of the concepts or ideas that are relevant to English for Specific Purposes (ESP)
are:

- Needs analysis: The process of determining and evaluating the unique linguistic
requirements and objectives of learners, along with their current proficiency, learning
choices, and inspiration. Conducting needs analysis is a vital step in developing a
successful ESP course.

- Content-based instruction: Incorporating language and content learning, this approach

uses themes or topics that are essential for the learners. This type of instruction focuses
on strengthening both language skills and content understanding, while also enhancing
cognitive and academic competencies.

- Task-based learning: Language teaching involves tasks as the primary teaching

unit. Within the realm of learning, tasks are defined by their reliance on language to
achieve a set goal. The goal of task-based learning is to supply learners with meaningful
and contextually relevant language practice.

- Genre analysis: The process of analyzing the language of genres or text types within a
specific discipline or profession is essential for understanding. Understanding the
purpose, audience, structure, style, and register of various genres, such as reports,
proposals, emails, and more, is facilitated through genre analysis.

- Discourse analysis: This process entails examining how language is employed in

communication and interaction among a specific social group or discourse
community. Dissecting discourse communities like scientists, lawyers, or
businesspeople through analysis, learners uncover their respective norms, values, beliefs,
and practices.

- Corpus linguistics: A comprehensive understanding of language is gained through the

study of vast language data, highlighting varieties or uses. Corpus linguistics helps
learners to discover the patterns, frequency, collocations, and variations of words and
phrases in a specific context or domain.