THE ROLE OF THE ESP

TEACHER

Presented by: Capin E.

ESP Practitioner is a teacher first, so he must possess the qualities of a good general
language teacher along with the specific qualities desired for his own field.
(Robinson,1991)

The roles of the ESP teacher:

1. A course designer and materials provider
2. As a material writer
3. As a need analyser
4. As a motivator
5. As a negotiator
6. As a researcher
• The ESP teacher’s lot differs from that of the General English teacher. There are
important practical ways in which the work of the General English teacher and the
ESP teacher differs.

 2 most important differences:

1. The ESP teacher’s role is one of many parts.
• Swales (1985) prefers with some justification to use the term ‘ESP practitioner’
rather than ‘ESP teacher’ in order to reflect this scope.
• The ESP teacher will have to deal with needs analysis, syllabus design, materials
writing or adaptation and evaluation.

2. The great majority of ESP teachers have not been trained as such. They need to
orientate themselves to a new environment for which they have generally been ill-
prepared.
 ORIENTATION:

Three problems which we have found consistently arise in

discussions with teachers of ESP:
1. The lack of an ESP orthodoxy to provide a ready-made guide;
2. The new realms of knowledge the ESP teacher has to cope
with;
3. The change in the status of English Language Teaching.
MAY THE LORD GOD
BLESS US ALL!