English for Specific Purposes: UNIT 1 Skills- refer not only to traditional abilities like

CE95 - EL 122 reading, writing, listening, and speaking, but

also metacognitive skills such as planning,

Chapter 1: Situating ESP in English Language noticing, problem solving, evaluating, and

Teaching and Learning correcting.

English for Specific Purposes (ESP)

one of the most established teaching Branches of ESP
approaches in English Language Teaching ● English for Academic Purposes (EAP):
(ELT). It has been informed by over 50 years of ○ Most influential branch of ESP
research and practice and is perhaps the most ○ This branch focuses on the English
influential of all language teaching language skills needed for
approaches in academic settings (Charles, academic success.
2013) and the workplace (Marra, 2013) ○ Reading research articles, writing
essays, and giving presentations.

Commentary: ● English for Occupational Purposes

● ESP is about offering language support (EOP):

so that people can accomplish current ○ focuses on the English language

and perhaps future tasks in their studies skills needed for a specific job or

or work that have a language occupation

component. ○ writing business emails, giving

● Not all language needs are ESP needs, sales presentations, or

even though they might be important to conducting technical interviews

achieve a particular language goal. ESP ○ Cambridge English for Nursing,

needs are in a sense non-linguistic Aviation English, English for

needs that have a linguistic component. International Tourism

● English for Science and Technology
(EST):
What is ESP?
○ focuses on the English language
English for Specific Purposes (ESP) is an
used in scientific and technical
approach to language teaching that targets
fields, such as medicine,
the current and/or future academic or
engineering, and computer
occupational needs of learners, focuses on the
science.
necessary language, genres, and skills to
○ Medicine: diagnosis, treatment,
address these needs, and assists learners in
clinical trials
meeting these needs through the use of
○ Biology: photosynthesis, mitosis,
general and/or discipline-specific teaching
genetic engineering
materials and methods.
● English for Business and Economics
Academic needs - the needs of learners in a
(EBE):
school, university, or other setting where the
○ focuses on the English language
primary goal is learning.
used in business and economics,
Occupational needs - refer to the needs of
such as finance, marketing, and
learners in a workplace setting, such as a
accounting
factory, restaurant, or hospital.
○ Writing a business email, giving a
Language - refer to lexis (words and multi word
business presentation, Writing a
units), morphology (lexical derivation), syntax
news article about a new
(sentence grammar), semantics (lexis and
economic policy, participating in
grammar meaning), pragmatics (lexis and
a business meeting
grammar use), and phonology (sound
systems).
Genre - refers to a spoken or written product of
language.
 ● English for Medical Purposes (EMP): Problem-Based Learning (PBL)
○ focuses on the English language ● a learner-centered approach in which
used in healthcare, such as learners work actively and
medical terminology, patient collaboratively in small, often
communication, and writing multidisciplinary, groups to solve specific
medical reports problems ( Wilkinson, 2008 )
○ Doctor-Patient Consultation, ● can also be linked together and
taking a medical history, giving structured into the form of a larger
medical instructions, explaining a project, which is sometimes termed
medical diagnosis Project-Based Learning
● English for Legal Purposes (ELP):
○ focuses on the English language Competitors:
used in law, such as legal 1. Content-Based Instruction (CBI)/ CBL
terminology, writing contracts, ● derived from Communicative Language
and arguing cases in court. Teaching (CLT) and has gained
○ Formal tone, precise language, popularity in recent years, especially in
use of citations, structure, Asia.
contracts, and regulation ● based on the idea that learners will
● English for Tourism Purposes (ETP): acquire language when they are
○ focuses on the English language exposed to highly motivating topics that
used in the tourism industry, such they themselves may choose, and
as communicating with tourists, engage in those topics through
providing travel information, and interactive task- and project-based
writing travel brochures activities (see Brinton, Snow, & Wesche,
○ vocabulary related to travel, 2003)
transportation, accommodation, ● Criticisms:
food, and sightseeing ○ language, in principle, is not
○ explicitly taught, leading learners
Complementing and Competing to question how well they are
Approaches to ESP improving their language skills.
In recent years, many new approaches ○ Excessive use of L1.
to language teaching have been proposed ○ lack of suitable materials
that in some cases complement an ESP ○ topics that are motivating to the
approach and in other cases compete with it. learners, even when in some
Let’s look at a few of these cases they may not match the
complementary and competing approaches learners’ present or future needs
to gain a clearer understanding of what ESP is 2. English-Medium Instruction (EMI)
and isn’t. ● Teachers simply teach traditional
content courses using English as the
Complement: language of instruction. Content is
Task-Based Language Teaching (TBLT) primary.
● a learning approach that was ● EMI courses offer many advantages
popularized in the 1980s by researchers over traditional English courses. The first
such as Prabhu (1987) and later by is that only the target language is used
researchers such as Willis (1996) and Ellis in class, maximizing a learner’s exposure
(2003) Characteristic Features of ESP
● attempts to connect the language 1. A learner-centered approach
practiced in the classroom with real-life a. one of the most important
situations in which the learners may find characteristic
themselves.
 b. means that the course or b. ESP instructors also need to
program administrator, the develop strong pedagogic
instructor in the classroom, and practices that ‘ work’ in
even the learners themselves real-world settings.
should always be considering ESP draws upon various linguistic and
how language items, activities, educational theories to understand how
and explanations will ultimately language learning happens most effectively
help the learners meet their within specific contexts.
current and/or future
‘non-linguistic' target needs An ESP course for medical professionals might
c. What do the learners want to use patient case studies and role-playing
achieve by learning English? activities to practice skills like delivering
d. What specific language skills do diagnoses, explaining procedures, and
they need to develop (e.g., showing empathy.
reading comprehension, writing,
speaking)? Contentious Issues in ESP: Absolute and
e. What do they already know
Variable Characteristics
about English and the specific
I. Absolute Characteristics
field of study?
ESP consists of English language teaching
2. A multi-disciplinary approach
which is:
a. The ESP ‘practitioner’ can draw
A. designed to meet specified
on insights of researchers in other
needs of the learner;
disciplines and may also engage
B. related in content (i.e. in its
with researchers in other
themes and topics) to particular
disciplines through teaching.
disciplines, occupations and
b. Dudley-Evans and St. John (1998)
activities;
and others suggest that specialist
C. centered on the language
informants may have a role to
appropriate to those activities in
play inside the classroom, where
syntax, lexis, discourse, semantics,
ESP courses are taught through
etc., and analysis of this
team-teaching.
discourse;
Materials Development: ESP materials
D. in contrast with general English
incorporate authentic texts, case studies, and
Dudley-Evans and St. John (1998)
other resources relevant to the target field,
● ESP is defined to meet specific
often requiring collaboration with subject
needs of the learners;
matter experts from that field.
● ESP makes use of the underlying
Learner Needs Analysis: This draws on
methodology and activities of
psychology and education to understand the
the discipline it serves;
learners' prior knowledge, learning styles,
● ESP is centered on the language
motivations, and specific language skills
appropriate to these activities in
required in their target field.
terms of grammar, lexis, register,
3. An attention to theory and practice
study skills, discourse, and genre.
a. In order to identify the stable
II. Variable Characteristics
characteristics of these genres,
ESP may be, but is not necessarily:
find features that are likely to vary
A. restricted as to the language skills
the most, and create teaching
to be learned (e.g. reading only);
points of maximum use to the
B. not taught according to any
learners, they need to have a
pre-ordained methodology.
strong set of theoretical
language and learning principles
with which to work.
 ● The unique feature of ESP is that it ● Academic institutions around the world
targets the precise needs that these are encouraging increasing numbers of
academic and/or occupational settings learners from overseas countries to
impress on learners. apply, offering them courses and
● ESP may be related to or designed for programs taught in English rather than
specific disciplines; the L1 of the country.
● ESP may use, in specific teaching The Growth of English as a World-Wide Lingua
situations, a different methodology from Franca
that of general English; English
● ESP is likely to be designed for adult ● Ranked third (3rd) by the number of
learners, either at a tertiary-level their native speakers (Statista, 2017)
institution or in a professional work
situation. It could, however, be for Language | Number of Native Speakers
learners at secondary school level; Mandarin Chinese | 982 Million
● ESP is generally designed for Spanish | 420 Million
intermediate or advanced students; English | 375 Million
● Most ESP courses assume some basic
knowledge of the language systems. Why English as Lingua Franca?
Conclusion I. Strong Connection with Growth in Trade
● ESP is designed to meet the specific And Commerce
needs of learners who want to use 16th Century: To facilitate connections with
English for professional or academic refugees - artisans, craftsmen, and
purposes. professionals who had an interest in English for
● 7 Branches of ESP: EAP, EOP, EST, EBE, commerce – who had arrived in England at
EMP, ELP, ETP the time.
1940s (after World War II): USA, Canada, and
Chapter 2: Situating ESP in the Real World at United Kingdom became central to the
Large rebuilding effort and business opportunities
English for Specific Purposes (ESP) began to emerge, including the export of
a well – established English Language technology and technical expertise to Europe,
Teaching (ELT) approach that addresses the Africa, and Asia.
needs of learners in academic or occupational ● New technical manuals and reports
settings ● Research journals
English is not the only language in the ● Collaborative/international researches
world. Learners of English will experience the
impact of English in different ways – major or II. Growth of Computer Industry
minor –in their lives. Most of the early work on the creation and use
This will have an enormous influence on of computers was carried out in the USA
their motivations to study and succeed in (Cromer,
English classes, regardless of whether or not 1992). Then, the following developments
those classes have an ESP focus. followed:
● New programming languages
Challenge or Opportunities? ● New communications standards
The impact of English in the world might ● English as the primary language for
change in the future: radio communications, aviation, and
● Many countries are committed to a later the Internet
globalized economy where English is the 80% of the world’s information is stored in
de facto language of trade and English (Invernizzi, 2010)
industry.
The world’s largest computer firms are based in ● They have in recent years decided to
English-speaking countries, including Microsoft, throw away their traditional recruitment
Apple, IBM, Intel, and Google. procedures and now actively recruit
English - Most used language in the world, non-Japanese workers into their
both as native and second or foreign Tokyo-based head office.
language - 1.5 billion (Statista, 2017) Korea
Today, the position of English as a global lingua ● Samsung - encourages non-Korean
franca is largely uncontested. Even as far back graduates to apply for positions by
as the mid-1990s, we find English Described In stating on their recruitment page that
The Following way: English is the only required language
“English is the main language of books, needed to work in the company.
newspapers, airports and air traffic control, China
international business and academic ● Haier and China National Petroleum
conferences, science, technology, diplomacy, Corporation (CNPC), aggressively recruit
sport, international competitions, pop music overseas workers with the globalization
and advertising” (Graddol, 1997, p. 181). of the company becoming part of the
“Indeed, looking at China today, for company’s mission statement.
example, estimates suggest there are around Europe
400 million learners of English, and this number has 24 official languages, with English, French,
is increasing” (Bolton & Graddol, 2012) and German serving as ‘core’ languages
● Volvo - has English as the primary
ESP in Today’s Globalized Economy language of senior management
Ten Flatteners' (Friedman, 2005) ● Airbus - has had English as the
-levels the global industry playing field in which workplace lingua franca since 1969
English has had a central role Call Center Industry– reflects all the positive
● Rise of personal computers and negative aspects of the ‘flattening’ world
● Development of better communications of Friedman (2005)
protocols In the Philippines and India, the call
● Growth of the Internet center industry has experienced ‘hypergrowth’
● Increased ability and use of online (Call Center Association of the Philippines,
collaborative project Benedict Hernandez) since the early 2000s due
● Growth of insourcing, outsourcing, and to cheaper internet telephony systems,
offshoring businesses improved wireless networks, and a greater
● Growth of search engines, wireless desire by companies in the West to outsource
technologies, and mobile device their services.
Japan Downsides:
● Nissan - Carlos Ghosn, the Chief ● Loss of many jobs in the home country
Operating Officer (COO) of Nissan has and a dramatic change in the lifestyles
used English as its official company of people in the target countries
language since 1999 to strengthen the (e.g.,tourism industry – airlines and
company after its collapse. courses)
● Rakuten - An English-only policy was ● Callers may have to explain issues to
introduced in 2010 at the Japanese IT distant workers with little local
company Rakuten by its founder and understanding, causing extra effort due
CEO, Hiroshi Mikitani, who wanted to to language barriers.
grow the company into a global ESP in today’s Globalized world of Academia
presence. Since the early 2000s, universities across
● Sony - Sony has not changed their the world have had to come to terms with a
official language, although they did for smaller body of local students and an ever
some time have a non-Japanese Chief increasing population of overseas students.
Executive Officer (CEO).
Two features become apparent when the Percent Increased | Universities
global market share of overseas students is 43% (38% student body) | Uni of Hong Kong
viewed (OECD, 2014): 50% |Chinese University of Hong Kong
I. Countries that have traditionally attracted the 55% | Hong Kong University of
most overseas students (non-native English Science and Technology
speakers), namely the UK and the USA, The Korean Advanced Institute of
continue to attract most overseas students Science and Technology (KAIST) has aimed to
(i.e., Asian - 53%). conduct all classes in English since 2010.
● 69% - Masters in Marketing and Japan’s Ministry of Education, Culture,
Communications (Estrada & Sports, Science and Technology (MEXT) has
Bruggeman, 2014) initiated the “Global 30” program to create
● 82% - Master of Finance (Estrada & allEnglish programs for overseas students at the
Bruggeman, 2014) country’s top institutions.
II. The market share of overseas students in In China, the government has required
popular destinations like the UK and the USA is universities to offer bilingual lectures since 2007,
dropping. leading to a rapid increase in overseas
students (Maslen, 2014)
A. Europe Erasmus Program – increasing
student mobility among neighboring European Effects of Globalization On Research:
countries The proliferation of high-impact English-based
● In 2013, 6,500 university master's journals and journal articles, particularly in
programs were taught in English science and technology.
(Brenn-White & Faethe, 2013, p. 4) ● 1980-2000: 85% to almost 96% listed in
● Master's degrees offered in English have Science Citation Index Expanded (SCI
increased by 42% since 2011 Expanded)
Brenn-White and Faethe (2013) ● 2007: 96% Social-Sciences Citation Index
● International students increased by (SSCI)
114% from 2000–to 2010 (Maslen, 2014) ● 2012: 80% in the Scopus database
B. Latin America and Africa – an increasing Various Policies by Journal Publishers To
number of universities are introducing English Deal With A Growing Number Of
courses and programs to improve the job
Submissions From Non-Native Speakers Of
opportunities of their graduates.
English:
● Ecuador ' s Universidad San Francisco
A. Institute of Electrical and Electronics
de Quito students only graduate if they
Engineers (IEEE), the American
reach an advanced level of English.
Chemical Society (ACS), and the
● In Rwanda, university instruction was
American Physical Society (APS) –
traditionally carried out in French, but
manuscripts are checked by a
the country switched to English in 2008.
colleague who is fluent in English prior to
C. Asia
submission
According to International Consultants
B. PLOS ONE: Open-access science and
for Education and Fairs, Hong Kong is rapidly
medicine journal– manuscripts are
becoming the main hub for- regional English
proofread by a native English speaker or
Based Education due to the following factors:
a scientific editing service before
● Increased desire of Asian students to
submission
seek overseas degrees within their own
B.PLOS ONE: Open-access science and
locality
medicine journal – manuscripts are proofread
● Government initiatives to attract foreign
by a native English speaker or a scientific
students through improved scholarships,
editing service before submission
relaxed visa regulations, and a redesign
of courses
European Organization for Nuclear Research ● Small-scale Units – organized by
(CERN) individual sites that hire just a few
● The Discovery of the Higgs boson (July 4, full-time or contract instructors
2014) ● Very-large Scale Units – positioned
○ explained electromagnetic, centrally within the company structure
weak, and strong forces in nature and staffed by tens or even hundreds of
“All scientists and engineers at CERN training specialists
communicate professionally only in English. Centralized Training – use of in-house training
This is the language spoken in all meetings, materials made available to workers in the
conferences, seminars, and so on, and form of handbooks, workflow, plans, guidelines,
obviously, the language in which all scientific memos, and online learning packages; workers
papers are published. ” are free to consult these resources as and
when necessary
Positioning of ESP In Occupational and
Academic Settings Off-site Courses and Programs
I. Positioning of ESP in Occupational Hire Specialist Consultants – provide focused
Settings – not specifically limited to training for small groups of its workers to help
language training develop a companywide strategic training
program, including all course designs,
A. Engineering and Manufacturing Companies materials, and teaching plans
● Key parts of the company structure This setting is important to understand from an
● Knowledge and skills needed to ESP perspective because it means that experts
complete particular jobs and tasks in ESP can have vital roles to play in the
● Handling and operation of specialized success of company, and subsequently can
hardware and software tools demand some of the highest salaries in the
The results of which might determine which teaching profession
division or type of work they are assigned. II. Positioning of ESP in Academic Settings –
Then, throughout the time that the usually positioned in one of three
worker is contracted to the company, they are locations (Charles and Pecorari, 2016)
likely to receive further opportunities to ● Department of English, TEFL/TESL, or
continue their professional development as Applied Linguistics
they move up the career ladder. ● Independent Support Centers, or as Part
B. Call-Center Industry of the Institution’s General Support
● Effective language skills are the primary Service Framework
factors that determine the success of a ● Specialist Department
worker’s performance A. Department of English, TEFL/TESL,or Applied
● Required to complete an intensive and Linguistics
sometimes lengthy program of May be hired as fully fledged
language training before starting work, department members (with more privileges
and their success in transferring what such as their own offices, research grants, and
they learn in training to actual practice access to the complete range of university
may be a significant factor in their facilities and resources) or as part-time or
ability to keep the job (Friginal, 2007; contract workers
Lockwood, 2012). Advantage: the department itself can provide
In-house Training Centers - run ESP courses and the ESP courses and programs with a certain
programs in workplace settings; organize all level of respectability and stability within the
training programs within the company and institution, leaving them less susceptible to
subsequently have carefully prepared course sudden changes from the outside (e.g., budget
designs, materials, in-class activities, and or staff cuts)
evaluation procedures.
Disadvantage: ESP staff might end up having Contentious Issues In ESP: Is the
to do all the tasks associated with designing Globalization of English a Good Thing?
and running particular courses on their own. I. Challenges in the Workplace
Also, they can easily become isolated from the “Using English as a business language can
other members of the department as a result damage employee morale, create unhealthy
of physical distance, differences in academic divides between native and non-native
interests, and even differences in professional speakers, and decrease the overall
and career interests. productivity of team members.” (Neeley, 2012)
Administrator’s Role: provide the ESP staff with ● Companies may choose to cut costs by
opportunities to meet with the other hiring overseas workers who are used to
department members and provide them with widely different salaries and standards
resources and support for their courses. of living than those of local residents. Or,
B. Independent Support Centers, or as Part of they may simply outsource jobs
the Institution’s General Support Service completely.
Framework Example: In recent years a call to a local bank,
● ESP staff are less likely to be isolated smartphone operator, or insurance company
from their colleagues allowing them to in the UK is often rerouted to a call-center
work in teams to develop courses and operator in the Philippines or India.
programs. ● English-only policies in the workplace
● Help the staff to escape from the can potentially be discriminatory
lengthy meetings and tedious politics against some worker groups.
that are often associated with working Example: In 2012, a medical center in the USA
in an academic department settled a case with the Equal Employment
● May not be afforded the privileges Opportunity Commission (EEOC) after it was
given to full faculty members and may found to be using an English-only policy with
be offered fewer career and promotion Filipino-American workers, but not
opportunities Spanish-speaking workers [Tuschman, 2012].
● Easily affected by changes in institution Non-native English-speaking workers
policies (e.g., budget changes) leading may suffer from a loss of self-confidence,
to less stability regardless of their level of fluency, which can
Administrator’s Role: ensure that the ESP result in them communicating with their
courses and programs are properly reviewed co-workers and can cause them to simplify or
and supported, and that the ESP staff are even avoid documenting tasks, or they may
provided with a stable and secure place of even resist the need to use English.
work with plenty of opportunities for II. Challenges in Academia
professional development -In a non-English speaking country,
C. Specialist Department courses taught within an English-only
● May arise when the specialist framework are likely to be discriminatory
department identifies particular toward local students, who can be expected
language needs of their students that to require longer times than their
are not provided by the general English native-speaker counterparts to read the
program offered within the institution course materials, process the taught
● May seek out specialist ESP experts in information, and produce the required reports.
the target area and hire them in a -Local students may suffer from a loss of
position similar to a consultant (although self-confidence and their weaker language
usually with a far lower salary) skills may prevent them from interacting fully in
● Given the task of designing custom class with their teachers and cohort.
courses and teaching these to their -English-only courses cover less material
students in isolation, with administrators and at a shallower level than courses delivered
of the program playing only a minor role in the students’ native language.
in its development and implementation
 -English-only courses can be more Chapter 3: Introducing the Four Pillars of ESP
expensive as they require either specially hired Four Pillars of ESP
native English instructors or an English 1. Needs Analysis (Who? Where? When?
language training scheme for local instructors Why?)
that can lead to instability in human resource ● Conduct thorough analysis of
management. learners' specific language needs
III. Challenge in Both Occupational and and requirements.
Academic Setting: Decrease in The ● Identify learners' goals,
Importance of The Local Language proficiency level, language skills
Local languages are usually learned to develop, and specific contexts
during childhood, but the mastery of of language use.
idiosyncratic languages can only be gained ● Tailor the ESP course to meet
through formal education and use in real-world learners' specific needs
settings. effectively.
How to mitigate the negative issues Example: Improve their English language skills
associated with the globalization of for effective communication with patients.

English? ● Understanding medical terminology. -

● Careful planning, implementation,and ● Explaining procedures.

monitoring of newly introduced English ● Discussing treatment options with

language policies patients.

● Governments can decide to what

extent English policies will be advanced, 2. Learning Objectives (What?)

supported, and controlled ● Establish clear and specific

● Be aware of the important issues learning objectives based on the

needs analysis.
● Align objectives with learners'
Conclusion
needs and focus on relevant
English has become the lingua franca of
language skills and knowledge
the globalized world, and its importance
areas.
cannot be overstated.
● Define what learners should be
In academia and the workplace,
able to do by the end of the ESP
English is often the de facto language, and
course.
proficiency in English has become a
● It is also important to establish a
prerequisite for success in many fields.
set of learning strategy objectives
In this context, English for Specific
for the class.
Purposes (ESP) has gained immense
Example: Many learners believe that rote
importance in preparing learners for effective
memorization of long lists of ‘difficult’
communication in their professional settings.
vocabulary words is an effective way to
For instance, ESP instructors often have
improve their English skills, despite mountains of
to work in diverse contexts and cater to the
counter evidence (Nation, 2001).
specific needs of learners from different regions
In class, you may want to introduce more
and cultures.
effective vocabulary learning approaches,
However, working in diverse contexts
such as the focused learning of high frequency
also introduces several challenges for ESP
words using word cards
instructors. Despite these challenges, ESP
● Improving their ability to provide clear
addresses many challenges in a globalized
instructions to patients;
world where English is often the de facto
● Developing effective communication
language of academia and the workplace.
skills for delivering medical information;
● Enhancing their proficiency in
understanding patient concerns;
 ● Strengthening their ability to handle b. Occupational settings
medical emergencies through English. i. ESP instructors are likely to
play a vital support role for
3. Materials and Methods workers, helping them
● Select appropriate materials and manage their daily tasks
teaching methods to meet the and providing them with
learning objectives. opportunities for career
● Use textbooks, authentic texts, advancement.
industry specific resources, and 3. Administrators
multimedia materials. a. Administrators usually decide
● Choose methods and techniques when ESP courses will run, and will
that develop required language often determine the overall aims
skills and cater to learners' of courses.
preferences.
Positioning yourself in ESP
4. Evaluation If you were an administrator of an ESP course
● Assess learners' progress and or program, who would you hire?
effectiveness of the ESP course. A person knowledgeable about English
● Use ongoing evaluation methods language teaching but with little specialist
to monitor development and subject knowledge language.
provide feedback. OR
● Conduct quizzes, tests, A subject specialist who has never taught in a
performance assessments, and classroom
self-assessments.
● Adjust course content, materials, Contentious issues in ESP: who should
and teaching methods based on teach ESP?
evaluation results. ● They often present an argument for
team-teaching in ESP, where a regular
The Roles of Learners, Instructors,and English teacher (with possible
Administrators in ESP experience in ESP) works together with a
1. Learners field specialist (Dudley-Evans &
a. The role that learners will see St.John,1998).
themselves having in an ESP ● Team-teaching in most cases is
course or program will largely impractical due to time constraints,
depend on their perceptions of scheduling problems, institutional
the status of that course or policies and politics, and different
program, the perceptions they expectation of the individual parties
have of instructors, and the ways (Barron, 1992)
they perceive English in their lives.
2. Instructors Subject Specialist: The primary focus is on the
a. Academic Settings subject matter itself, and the teaching may not
i. ESP instructors play an necessarily emphasize language skills or
important role for learners, communication in English specifically.
who may look to the English for Specific Purposes (ESP): The focus is
instructors for support not on teaching English language skills tailored to
only in their current studies, the specific needs and communication
but also in providing them requirements of learners in a particular
with guidance for their professional or academic context.
postgraduate studies and
careers.
A case be made for a subject specialist to‘ go it
alone’ in an ESP class? In other words, do we really
need ESP instructors at all? One argument against
subject specialists teaching ESP alone is that they
do not have sufficient English skills to lead a class.
Why is that so?
1. Any countries where the poor language skills
of subject specialists serve as the main reason
for introducing ESP into the curriculum in the
first place (Madeleine, 2007).
2. Subject specialists are often too busy with
their own teaching and research to care much
about ESP.
3. They may simply be unwilling to teach ESP
classes; for example, if the courses are
considered low in status within the institution or
offer few financial rewards.
4. Even if a subject specialist has sufficient
English skills and is willing to teach the course,
they are still not experienced language
experts.
5. They will probably have rarely considered
what language skills they and others use in the
target field, have little understanding about
which of these may cause difficulties to
learners, and have only very limited
experience in presenting language concepts
to learners, beyond providing them with
definitions and L2-L1 translations.
6. They are likely to have little or no experience
in getting learners to practice using language
in a controlled or free environment.

What about ESP instructors? Can they be

trusted to teach ESP effectively?
To not consider ESP as an endeavor that
should be carried out by individuals at all.
Rather, as we saw in some of the ESP
settings earlier, it should be considered as a
team project, where each individual’s
expertise is respected and utilized.
CONCLUSION
● There four pillars of ESP which are Needs,
Learning Objectives, Materials and
Methods, and Evaluation.
● One should understand how the roles
and perceptions of learners, instructors,
and administrators affect the ways in
which ESP courses and programs are
run, and be able to argue why subject
specialists are not always the best
people to teach ESP.