Applying labels in teaching English for Specific Purposes: specialisation and domains of expertise

SAES Dijon 17-19 mai 2013 Atelier 23 : Anglais de Spécialité (GERAS)

Shona WhyteUniversité de Nice-Sophia Antipolis

Applying labels in teaching English for Specific Purposes: specialisation

and domains of expertise

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TeachingESP

English

Linguistics

Specific disciplines

Language teaching

a complex picture

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English literature

3


Linguistics

4


Academic disciplines

5


Language teaching

6


?

Where do we fit in?

English for Specific Purposes

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BA Languages (Interpreting & Translating)

PhD Linguistics (SLA): discourse domains

English dept: CAPES

IUFM: pre/in-service primary & secondary training

LANSAD: business, research

my [ESP] background

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ASp, Volume 63, March 2013

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systematicity of interlanguage development

variability of learner contexts, needs, objectives, expertise

a fundamental conflict

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Learners are all different, but their differences can be

accommodated in a single framework.

discourse domain theory

task-based language teaching

theoretical & pedagogical choices

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Selinker & Douglas, 1985

A discourse domain is a topic area

that is characterised by extensive knowledge (for which speakers possess an elaborated schema, and which they control completely), by important knowledge (which is central to speakers' networks of schemata, and in which they are invested), and by current knowledge (which speakers use frequently in interaction, and with which they are familiar).

Whyte, 1995: 158

Discourse domain

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Douglas, 2004: 34

Discourse domains are developed

in relation to context, as defined by setting, participants, purpose, content, tone, language, norms of interaction, and genre. […] Discourse domains are dynamic and changing, and vary in strength depending on the amount and quality of experience associated with particular communicative situations

DYNAMIC CONCEPT

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Ellis, 2003

● tasks involve a plan for learning activity

● they have a primary focus on making meaning

● they engage with real-world authentic language use

● they focus on any or all of the four language skills

● they engage learners in cognitive skills in order to accomplish them

● they have a defined communication-based learning outcome.


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Doughty and Long, 2003

1. Use tasks, not texts, as the unit of analysis

2. Promote learning by doing

3. Elaborate input (do not simplify; do not rely solely on "authentic texts")

4. Provide rich (not impoverished) input5. Encourage inductive ("chunk") learning

6. Focus on form

7. Provide negative feedback

8. Respect "learner syllabuses"/developmental processes

9. Promote cooperative/collaborative learning

10. Individualise instruction (according to communicative needs, and psycholinguistically)

methodological principles

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• business administration• science teaching• social science research

apply to French university ESP courses

discourse domain theorytask-based language teaching


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ScienceCourse English for Science Teachersstudents 13 (1 group)level first year Masters (secondary science teaching)hours 10 x 2h = 20 hours over 10 weeks = 20hteachers 1 teacherTask individual presenta0on on science topicAc/vi/es prepara0on of slides

prac0ce and final presenta0onaudience feedback

Tools class wiki (Google Sites)slide embedding (Slideshare)video podcast (embedded video)

Feedback peer feedback on slides and styleteacher feedback on oral language

Assessment individual presenta0on gradeCourse evalua/on anonymous online ques0onnaire on ICT for

language learning/teaching

BusinessCourse English for Interna0onal Businessstudents 77 (4 groups)level first year Masters (business administra0on)hours 2 x 1h per week over 10 weeks = 20hteachers 2 teachersTask group presenta0on on business topicAc/vi/es topic research on group wiki

prepara0on of slidesroleplay of business mee0ng (chair, secretary, coach)

Tools class and group wikis (Wikispaces)slidecast (Slideshare)

Feedback peer feedback on content and styleteacher feedback on slides and oral

Assessment individual presenta0on gradeCourse evalua/on anonymous online course evalua0on

ResearchCourse English for Doctoral Researchstudents 13 (1 group)level doctoral studies in social scienceshours 4 x 6h over 4 weeks = 24 hours teachers 2 teachersTask academic presenta0on on own researchAc/vi/es prepara0on of slides


Tools class wiki (Google Sites)slidecast (Slideshare)video podcast (embedded video)


Assessment noneCourse evalua/on anonymous online course evalua0on

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ScienceCourse

English for Science Teachersstudents

13 (1 group)levelfirst year Masters (secondary science teaching)

hours10 x 2h = 20 hours over 10 weeks = 20h

teachers1 teacherTaskindividual presenta0on on science topic

Ac/vi/es prepara0on of slidesprac0ce and final presenta0onaudience feedbackTools

class wiki (Google Sites)slide embedding (Slideshare)video podcast (embedded video)Feedback peer feedback on slides and styleteacher feedback on oral languageAssessment individual presenta0on gradeCourse evalua/on anonymous online ques0onnaire on ICT for

language learning/teaching

Research

Course English for Doctoral Research

students 13 (1 group)

level doctoral studies in social sciences

hours 4 x 6h over 4 weeks = 24 hours

teachers 2 teachers

Task academic presenta0on on own research

Ac/vi/es prepara0on of slides

prac0ce and final presenta0on

audience feedback

Tools class wiki (Google Sites)

slidecast (Slideshare)

video podcast (embedded video)

Feedback peer feedback on slides and style

teacher feedback on oral language

Assessment none

Course evalua/on

anonymous online course evalua0on

BusinessCourse English for Interna0onal Businessstudents 77 (4 groups)level first year Masters (business administra0on)

hours 2 x 1h per week over 10 weeks = 20hteachers 2 teachersTask group presenta0on on business topicAc/vi/es topic research on group wiki


Tools class and group wikis (Wikispaces)slidecast (Slideshare)

Feedback peer feedback on content and styleteacher feedback on slides and oral

Assessment individual presenta0on gradeCourse evalua/on

anonymous online course evalua0on

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Business

Course English for Interna0onal Business

students 77 (4 groups)

level first year Masters (business administra0on)

hours 2 x 1h per week over 10 weeks = 20h

teachers 2 teachers

Task group presenta0on on business topic

Ac/vi/es topic research on group wiki


Tools class and group wikis (Wikispaces)


Feedback peer feedback on content and style

teacher feedback on slides and oral

Assessment individual presenta0on grade

Course evalua/on anonymous online course evalua0on

Research

CourseEnglish for Doctoral Research

students13 (1 group)

leveldoctoral studies in social sciences

hours4 x 6h over 4 weeks = 24 hours

teachers2 teachers

Taskacademic presenta0on on own research

Ac/vi/esprepara0on of slidesprac0ce and final presenta0onaudience feedback

Toolsclass wiki (Google Sites)slidecast (Slideshare)video podcast (embedded video)

Feedbackpeer feedback on slides and styleteacher feedback on oral language

Assessment noneCourse evalua/on anonymous online course evalua0on

ScienceCourse English for Science Teachersstudents 13 (1 group)level first year Masters (secondary science

teaching)hours 10 x 2h = 20 hours over 10 weeks = 20hteachers 1 teacherTask individual presenta0on on science

topicAc/vi/es prepara0on of slides


Tools class wiki (Google Sites)slide embedding (Slideshare)video podcast (embedded video)


Assessment individual presenta0on gradeCourse evalua/on

anonymous online ques0onnaire on ICT for language learning/teaching

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Business

CourseEnglish for In

terna0onal Business

students77 (4 groups

)

levelfirst year Masters (busin

ess

administra0on)

hours2 x 1h per w

eek over 10 weeks = 20h

teachers2 teachers

Taskgroup presen

ta0on on business topic

Ac/vi/estopic researc

h on group wiki

prepara0on of slides

roleplay of business mee0ng (chair

,

secretary, coach)

Toolsclass and gro

up wikis (Wikispaces)


Feedbackpeer feedba

ck on content and style

teacher feedback on slide

s and oral

Assessment individual presenta0on g

rade

Course

evalua/onanonymous online co

urse evalua0on

ScienceCourse English for Science Teachersstudents 13 (1 group)level first year Masters (secondary science teaching)

hours 10 x 2h = 20 hours over 10 weeks = 20hteachers 1 teacherTask individual presenta0on on science topicAc/vi/es prepara0on of slidesprac0ce and final presenta0onaudience feedbackTools class wiki (Google Sites)slide embedding (Slideshare)video podcast (embedded video)

Feedback peer feedback on slides and styleteacher feedback on oral languageAssessment individual presenta0on gradeCourse evalua/on

anonymous online ques0onnaire on ICT for language learning/teaching

ResearchCourse English for Doctoral Researchstudents 13 (1 group)level doctoral studies in social sciences

hours 4 x 6h over 4 weeks = 24 hours teachers 2 teachersTask academic presenta0on on own

researchAc/vi/es prepara0on of slides


Tools class wiki (Google Sites)slidecast (Slideshare)video podcast (embedded video)

Feedback peer feedback on slides and style

teacher feedback on oral language

Assessment noneCourse evalua/on

anonymous online course evalua0on20


english for international businessMethodological principlesMethodological principles Ac/vi/es Teacher & Learners Tools

1 Use tasks, not texts, as the unit of analysis.

business presenta0on

2 Promote learning by doing. research, analyse and present; role-‐play business mee0ng

select and analyse source materials, prepare slides, give group presenta0on, role-‐play business mee0ng

group wiki (wikispaces)

3 Elaborate input (do not simplify; do not rely solely on "authen0c texts")

select resources to work on with teacher

classroom analysis of learner-‐selected audio and video resources

4 Provide rich (not impoverished) input find own audio, video resources

select own audio and video resources


7 Provide nega0ve feedback immediate oral feedback to group; individual wriYen feedback

wriYen feedback on slides, individual wriYen feedback on audio recording of presenta0on; review wriYen feedback outside class with access to original materials (slides, audio recording)

audio recording of presenta0on synchronised with slides online (slidecast); group wiki (wikispaces)

9 Promote coopera0ve/collabora0ve learning

group presenta0on, peer feedback

group collabora0on to prepare and deliver presenta0on with slides; audience role-‐play (chair, secretary, coach)


10 Individualise instruc0on (according to communica0ve needs, and psycholinguis0cally)

individual feedback, choice of topic

individual wriYen feedback group wiki (wikispaces)

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english for science educationMethodological

principlesMethodological

principlesAc/vi/es Teacher & Learners Tools


science presenta0on

2 Promote learning by doing.

prac0ce and final presenta0on

select source materials, prepare slides, give presenta0on, provide feedback to others

class wiki (Google site)

4 Provide rich (not impoverished) input

select resources to support presenta0on



6 focus on form provide wriYen feedback on each presenta0on; review feedback with access to original materials (slides, video)

video recording of presenta0ons embedded on group wiki

7 Provide nega0ve feedback

immediate oral feedback to group; wriYen feedback

wriYen feedback on slides, individual wriYen feedback on audio recording of presenta0on

8 Respect "learner syllabuses"/developmental processes

wriYen feedback on presenta0on

feedback based on learner errors in meaningful context; reflec0on on feedback before revised presenta0on

class wiki with embedded video


peer feedback provide feedback on communica0on, slides and content

paper evalua0on grids; class wiki (Google site)

10 Individualise instruc0on

individual feedback, choice of topic



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SAES Dijon 17-19 mai 2013 Atelier 23 : Anglais de Spécialité (GERAS) 23


english for science educationMethodological principlesMethodological principles Ac/vi/es Teacher & Learners Tools


science presenta0on props, slide projec0on

2 Promote learning by doing. prac0ce and final presenta0on select source materials, prepare slides, give presenta0on, provide feedback to others


4 Provide rich (not impoverished) input

select resources to support presenta0on



6 focus on form provide wriYen feedback on each presenta0on; review feedback with access to original materials (slides, video)

video recording of presenta0ons embedded on group wiki

7 Provide nega0ve feedback immediate oral feedback to group; wriYen feedback

wriYen feedback on slides, individual wriYen feedback on audio recording of presenta0on


wriYen feedback on presenta0on feedback based on learner errors in meaningful context; reflec0on on feedback before revised presenta0on

class wiki with embedded video


peer feedback provide feedback on communica0on, slides and content

paper evalua0on grids; class wiki (Google site)

10 Individualise instruc0on individual feedback, choice of topic

individual wriYen feedback class wiki (Google site)

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english for research in humanitiesMethodological principlesMethodological principles Activities Teacher & Learners Tools


conference presentation, CV, research abstract

2 Promote learning by doing. making slides, recording practice presentation, giving final presentation

give presentation, participate in conference session, provide feedback

slides, class wiki (Google site)

6 Focus on form oral and written feedback on audio and video recorded presentations; review feedback for revised presentation

7 Provide negative feedback feedback on speaking, writing; review feedback for revised presentation



focused feedback class wiki (Google site)

9 Promote cooperative/collaborative learning

peer feedback on presentations, group activities

written feedback on presentations, group activities in class

slidecast, video podcast, class wiki (Google site)

10 Individualise instruction individual support for preparation of presentation; exploit own resources, present own research


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designing tasks and performing tasks

teacher feedback and focus on form

learner collaboration and group work

findings

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the more authentic business presentation task

gained less learner adherence than less

authentic science teaching task

designing tasks and performing tasks

findings 1

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pre-session needs analysis and early/mid-

course feedback encourage learners to

accept TBLT framework as serious alternative to

traditional methods

teacher feedback and focus on form

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findings 2


business students less favourable to group work than research students, in spite of

local norms

learner collaboration and group work

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findings 3


discourse domains: differences in development and engagement

task-based language teaching: differences in engagement with tasks

methodological principles: applicable across varied contexts

conclusions

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?31


?discourse domain

31


?discourse domain


31


?discourse domain


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TeachingESP

discourse domain theory



discipline (content

expertise)

second language

theory

English language teaching

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TES

DD

TBLT

MP

content

SLA

ELT

theoretical & pedagogical position

practical implementation & research perspectives

a framework for teaching english for specific purposes

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Shona Whyte

[email protected]

efl.unice.fr@whyshona

GERAS : GT Didactique et ASP 19/10/12 IUFM Paris

•Doughty, Catherine & Long, Michael. 2003. “Optimal psycholinguistic environments for distance foreign language learning.” Language Learning & Technology, 7, 50–80.

•Douglas, Dan. 2004. "Discourse Domains: The cognitive context of speaking." In D. Boxer and A. Cohen (Eds.), Studying Speaking to Inform Second Language Learning (pp. 25-47). Clevedon, UK: Multilingual Matters.

•Ellis, Rod. 2003. Task-Based Language Learning and Teaching. Oxford : Oxford University Press.

•Whyte, Shona. 1995. “Specialist knowledge and interlanguage development: A discourse domain approach to text construction.” Studies in Second Language Acquisition, 17(2), 153-183.

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Education

Applying labels in teaching English for Specific Purposes: specialisation and domains of expertise