ESP - English for specific purposes

APPLICATION In this section we will be concerned with the detailed implementation of the design into a syllabus, materials, a methodology and evaluation procedures . 1. What do we mean by a syllabus A syllabus is a document which says what will ( or at least what should) be learnt . - The evaluation syllabus Simplest level a syllabus can be described as a statement of what is to be learnt . it states what the succesful learner will know by the end of the course. In effect , it puts on record the basis on which succes or failure will be evaluated . thus we might refer to this an evaluation syllabus . - The organisational Syllabus As well as listing what should be learnt . we might call right this an organisational syllabus. The organisational syllabus is most familiar in the form of the contents page textbook, and it is this form syllabus that most people would think of when asked “ what is a syllabus ? “ the organisational syllabus differs from the evaluation syllabus in that it carries assumptions about the nature learning as well as language . - The materials syllabus The syllabus say nothing about how learning will be achieve. But a syllabus, like a course design model, is only as good as the interpretation syllabus goes through a series of interpretation . The first person to interpret the syllabus is usually the materials writer. In writing materials the author adds yet more assumptions about the nature of language , language learning and language use . - The teacher syllabus - The classroom syllabus - The learner syllabus 2. Why should we have a syllabus ? There are also acknowledged and hidden reasons for having a syllabus : a. Language is a complex entity . b. In addition to its partical benefit c. Returning to our analogy of learninnng as a journey d. Is an implicit ststement of views on the nature of language and learning . e. Provides a set of criteria for material selection and writing . 3. On what criteria can a syllabus be origanised ? We noted above that one of the main purposes of a syllabus is to break down the mass of knowledge to be learnt into manageable units. Presented below are some contents lists from a range of ESP Courses, illustrating the different criteria that can be used . a. Topic syllabus b. Structural / situational syllabus . c. Functional / notional syllabus d. Skills syllabus e. Situational syllabus f. Funcional/ task – based syllabus g. Discourse / skills syllabus h. Skill and strategies 4. What role should a syllabus play in the course design process ? Syllabus Resources These guidelines have been developed by the CTL and the Curricular Affairs Committee of the Faculty Senate to assist faculty in providing informative and complete syllabi to their students. I. Introduction to Syllabus Development As the initial and primary written communication between faculty and students, an effective syllabus: • Clarifies the purpose of the course • Informs students what they will learn in the course (learning objectives) • Explains expectations for student participation and conduct • Describes how students can achieve success in the course • Reinforces institutional values related to student learning • Provides all logistical course related information The syllabus can be viewed as a contract between you and your students, conveying your expectations for them and what they can expect of you. In essence, the syllabus reflects the course design process. Developing an effective syllabus begins with defining the overall purpose of the course and articulating the overarching course goals. Next, think about what knowledge and skills your students should attain by the end of the course. This can be articulated in a list of action statements called learning objectives. Keep in mind that each assignment and assessment should be aligned with these objectives. By providing students with a rationale for each course assignment—how it relates to the learning objectives you've outlined—you give them a meaningful context and an understanding of why the work you are asking them to do matters. As you think through these course goals and learning objectives, and how these objectives will be achieved and measured by readings, activities, and assessments, you are creating the backbone of the course syllabus. The syllabus also serves an organizational function. By listing all course logistical information (e.g., instructor contact information, assignments and related due dates, required readings) your students will always know where they can find answers to common questions. Finally, the syllabus can communicate your particular ground rules for behaviors such as... • classroom use of cellphones and computers • leaving the class during session • how you wish to be addressed • your attendance policy as well as institutional values and policies, such as expectations regarding academic integrity and valuing multiple perspectives and origins in the classroom. Syllabus design is an iterative process. Student feedback, new ideas, different teaching techniques and new technologies pave the way for changes in the design and delivery of the course over time. Reflect on your syllabus regularly! II. Syllabus Elements: A. Basic Information • Title, course number, section, credit hours • Semester/year, meeting place and time • Instructor name, contact info, office hours • Teaching Assistant name(s), contact info, office hours B. Course Description • Course summary: why the course is important or interesting, how it fits in the context of the discipline • Learning objectives • Required texts and/or materials • Grading criteria and attendance policy • Classroom environment expectations, e.g. participation expectations, cellphone and computer use policies • Prerequisite knowledge and competencies required to take the course C. Schedule - a table or listing: • Assignment details with due dates • Quiz and exam dates D. Values and Policies Inclusiveness and Universal Design • Student Learning Accommodations Statement In keeping with University policy, any student with a documented disability interested in utilizing accommodations should contact ACCESS, the office of Disability Services on campus. ACCESS works with students to create reasonable and appropriate accommodations via an accommodation letter to their professors as early as possible each semester. Contact ACCESS: A170 Living/Learning Center - 802-656-7753 - access@uvm.edu. Religious Holidays: Students have the right to practice the religion of their choice. If you need to miss class to observe a religious holiday, please submit the dates of your absence to me in writing by the end of the second full week of classes. You will be permitted to make up work within a mutually agreed-upon time. Student Responsibilities and Rights • The purpose of this policy is to communicate the rights of students regarding access to, and privacy of their student educational records as provided for in the Family Educational Rights and Privacy Act (FERPA) of 1974. Course Overview and Objectives: English for Specific Purposes (ESP) is known as a learner-centered approach to teaching English as a foreign or second language. It meets the needs of (mostly) adult learners who need to learn a foreign language for use in their specific fields, such as science, technology, medicine, leisure, and academic learning. This course is recommended for graduate students and foreign and second language professionals who wish to learn how to design ESP courses and programs in an area of specialization such as English for business, for Civil Engineering, for Academic Purposes, and for health service purposes. In addition, they are introduced to ESP instructional strategies, materials adaptation and development, and evaluation. Its objectives include: • To develop an understanding about the factors that led to the emergence of ESP and the forces, both theoretical and applied, that have shaped its subsequent development. • To assist students develop needs assessments and genre analyses for specific groups of learners. • To provide guidelines to adapt or create authentic ESP materials in a chosen professional or occupational area and to critically evaluate currently available materials, including technology-based ones. • To become knowledgeable about assessment procedures appropriate for ESP and apply this knowledge in developing course and lesson evaluation plans in their professional or occupational area. • To assist students in preparing a syllabus, lesson and assessment plan based upon their needs assessments and genre analyses. ASSIGNMENTS and GRADING 1. Needs analysis plan (10%): Identify a real group of English language learners. Describe this specific group of learners and design a needs assessment plan for them that you would carry out if you had sufficient time and money. Use class readings as guidelines. Include all methods and tools such as questionnaires/surveys/interview protocols that you plan to use to obtain information from this population with your reasoning behind them. 2. Discourse/Genre analysis (10%): Find authentic written texts for analysis that are appropriate for your learners. Outline your goals for your analysis, including o audiences, contexts, and/or communities from which the discourse arises o the apparent purposes for the discourse and specific ways in which the speaker or writer attempts to achieve his/her purposes with the audience o the macro-structure of the discourse.(e.g., problem/solution) o the headings and metadiscourse features that are employed to hold the entire text together o the repeated, or essential, grammatical features and their relationship to discourse function o the lexical features and their relationships to each other and the complete text o the visual or extra-linguistic features. 3. Course design plan (10%): Develop the main components of a course design plan for your target population. It should include a syllabus outline based on your selected students’ outcome goals, the duration of the program, length of lessons, class size, placement considerations, number of instructors and so on. Another component of this assignment is for you to researcg current foreign language methodologies that are appropriate for the needs of your target population. 4. Sample lesson plan (10%): Develop a sample lesson plan for your target population which includes: a. Topic and list of task steps (e.g. steps to: giving a shampoo or manicure; checking the suspension of a car; checking a patient's blood pressure; preparing vegetable soup for 50; etc.) b. New vocabulary (5-20 expressions) c. One or two grammatical structures (hint: task steps are usually written in the imperative and often contain prepositional phrases of location) d. Cultural information related to the topic (e.g. proper way to greet customers, talk to superiors or colleagues, etc.) e. List of materials and resources needed f. One learning activity g. One evaluative activity h. 5. Reflection paper on materials selection (10%): Reflect about the types of materials that would be best--more appropriate given time, availability, etc.--for your proposed course. Substantiate your position with information from course discussions, readings, and your own experience. 6. Course assessment plan (10%): Propose a plan to evaluate your own ESP course. What criteria for evaluation would you use? Who would you involve? What would you do with the information should your ESP course were one that you regularly teach at an institute, university, etc. Why? 7. Revised Final Project (10%): Prepare a portfolio that includes the revised versions of all the assignments you have done for this course. Also include a short reflection paper that discusseshe strengths and weaknesses ofyour lesson or of your current knowledge. 8. Forum participation (30%): Interaction is at the heart of any learning community and the research confirms this statement suggesting that much if not most of online academic learning takes place in the interaction. It is extremely important that students fully participate in all OnCourse forum discussions, or via email with the instructor or their peers. Students are required to interact and exchange ideas with their peers and with the professor, particularly about their successes and concerns as they engage in course activities. Students will be evaluated according to whether (a) they posted at least two or more entries, and (b) the postings reflect knowledge of the ESP issues under discussion and a critical integration of what has been learned from lectures, readings, and the student's own experience.