KARATINA UNIVERSITY

SCHOOL OF EDUCATION AND SOCIAL SCIENCES

DEPARTMENT OF SCHOOL HUMANITIES AND LANGUAGES

COURSE TITLE: ENGLISH FOR SPECIFIC PURPOSE

COURSE CODE: BLL 320

GROUP MEMBERS
NO NAMES REGISTRATION NUMBERS
1 MARK COLLINS E111/1474G/21
2 LILYROSE WANGARI E100/0427G/21
3 VITALIS OCHIENG E100/1311G/21
4 DAMARIS SIMAILI E100/0646G/21
5 ANASTACIA MUINDI E111/1436G/21
6 FESTUS LANGAT E100/0567G/21
7 WINFRED NDUNGE E100/0504G/21
8 JAPHETH OTIENO E100/0606G/21
9 HARRIET WAKINI E100/0621G/21
10 ANN NKIROTE E100/0495G/21
11 HARRISON OKAKA E103/0817G/21
12 CLARA CHEROTICH E111/1484G/21
13 GLADYS ANYANGO E103/0870G/21
14 PAULINE NYAMBURA E111/1414G/21
Cat 1. Discuss the following approaches of teaching English; EAP, CLIL, CBI, TBL.
Validate each approach as a way of teaching English for Specific Purpose (ESP).

English for specific purposes (ESP) refers to the use of English language tailored to meet
specific needs within a particular field, profession, or discipline. Unlike general English
Language learning, ESP focuses on providing language skills and knowledge that are
directly relevant to the learners professional or academic context. It can be categorized
into various domains such as English for Business, English for Medical Professionals, or
English for Engineering. The goal is to equip individuals with the language skills
necessary for effective communication in their specific field. Four notable approaches are
English for Academic Purposes(EAP), Content and Language Integrated Learning
(CLIL), Content-Based Instruction(CBI), and Task-Based Learning(TBL) as discussed
below validating their effectiveness for teaching ESP.

English for Academic Purposes (EAP):

EAP focuses on developing the language skills necessary for academic settings, such as
universities or research environments. This approach for teaching English for specific
purpose helps in:

 Academic Vocabulary Development: EAP enhances learners, vital for

comprehending and producing academic texts. For instance, teaching phrases like
"critically analyze" equips students for scholarly writing and also using terms like
‘empirical evidence’ in scientific writing enhancing their ability to navigate and
contribute to academic discussions.
 Discourse Analysis: By analyzing academic discourse, students learn to structure
arguments effectively, improving their ability to engage with scholarly articles.
For instance, identifying the rhetorical strategies employed in a research paper.
 Genre Awareness: EAP helps learners understand and produce academic genres,
like essays or research papers, ensuring they can effectively communicate in
academic environments. For example, understanding the conventions of literature
review in a research paper, allowing students to craft cohesive and well structured
academic documents.
Content and Language Integrated Learning (CLIL)

CLIL integrates language learning with the study of subject content, allowing students to
acquire both language skills and subject knowledge simultaneously. As an approach,
CLIL, is accurate in achieving:

 Language through Content: CLIL provides a context for language learning by

using subject content, making language acquisition more meaningful. For instance,
discussing scientific concepts in English improves both language proficiency and
scientific understanding. For example, discussing scientific concepts in English
allows students to articulate their understanding of complex ideas in a second
language, reinforcing both their scientific knowledge and language proficiency.
 Motivation and Engagement: Integrating language with interesting subject matter
enhances student motivation and engagement, contributing to more effective
language acquisition. By integrating language with history topics that captivate
students’ interest, such as exploring historical events in English, enhances
motivation and engagement fostering a deeper understanding of both language and
history.
 Real-world Application: CLIL prepares learners to use English in real-world
situations related to their field of study or profession, ensuring practical language
skills. CLIL in business courses for example equips learners with the ability to use
English in professional scenarios, such as conducting meetings or writing reports
ensuring practical language skills applicable to their future careers.

Content-Based Instruction (CBI):

Definition: CBI incorporates content from non-language subjects to teach language skills.
It focuses on integrating language learning with other academic or professional
disciplines. Usually, its accurate and used in:

 Contextual Learning: CBI provides a context for language use, allowing learners
to acquire language skills within the context of their academic or professional
interests. In a Biology class for instance, students learn English by discussing
topics such as Genetics and Evolution in the target language. This approach allows
them to grasp scientific concepts while simultaneously improving their language
skills in relevant contexts.
 Language in Action: By using language to understand and discuss content,
students develop practical language skills that are directly applicable to their
specific field. In a business English course, students practice language skills by
 engaging in negotiations and simulations of real business scenarios. This
application of language within a professional context enhances their ability to
communicate effectively in business settings.
 Critical Thinking: CBI encourages critical thinking by engaging students in
meaningful discussions and analyses related to their field of study, fostering
language skills necessary for academic or professional success. In a philosophy
class for instance that is conducted in a foreign language, students analyze
complex, philosophical texts and engage in debates requiring them to think
critically and express their thoughts fluently. This approach not only deepens their
understanding of philosophy but also hones their language skills in a profound
manner.

Task-Based Learning (TBL):

TBL focuses on language learning through the completion of tasks, promoting

communication and problem-solving skills. This approach is effective in achieving:

 Communication Skills: TBL emphasizes communication over explicit language

instruction, fostering the development of effective communication skills needed in
specific professional contexts. Learners might engage in a role-playing task where
they act out a business negotiation. This promotes communication by requiring
participants to express ideas, negotiate terms and understand each others’
perspectives.
 Authentic Language Use: Tasks are designed to simulate real-world language use,
ensuring learners develop language skills relevant to their specific purpose. For
instance a task where learners draft an email in a professional context, simulating
real-world communication. This not only focuses on language but also ensures that
the language used is applicable to situations they may encounter in their
professional lives.
 Collaboration: TBL often involves collaborative tasks, preparing learners for
teamwork and communication in professional settings, such as project
management discussions or problem-solving meetings. An example is where
leaners are involved in a group project where they collaboratively create a
presentation. This mirrors professional teamwork engaging leaners to
communicate ideas effectively and collectively problem-solve to deliver a
cohesive outcome.
In conclusion, EAP, CLIL, CBI and TBL represent versatile approaches to teahing
English for specific purpose. These methodologies not only address language proficiency
but also integrate essential skills relevant to learners academic or professional aspirations.
The validation for each approach lies in its adaptability to cater to the unique linguistic
demands of various specialized domains ensuring learners are well prepared for success
in their chosen fields.

References:

1. Hutchinson, T., & Waters, A. (1987). English for Specific Purposes: A Learning-
Centered Approach. Cambridge University Press.

2. Coyle, D. (2007). Content and Language Integrated Learning: Towards a Connected

Research Agenda for CLIL Pedagogies. The International Journal of Bilingual Education
and Bilingualism, 10(5), 543–562.

3. Grabe, W. (2009). Reading in a Second Language: Moving from Theory to Practice.

Cambridge University Press.

4. Nunan, D. (2004). Task-based language teaching. Cambridge University Press.

5. Jordan, R. R. (1997). English for Academic Purposes: A Guide and Resource Book for
Teachers. Cambridge University Press.