Diapositiva 1

Student: CAROLINA AGUIRRE SOLANO

E-teacher programEnglish for Specific Purposes Benmerita Universidad Autnoma de PueblaFacultad de LenguasFgumSharing sessions 201520/05/2015M.SC. Carolina Aguirre Solano, Sharing sessions Spring 2015.U.S. Department of State,Office of English Language Programs

http://exchanges.state.gov/non-us/program/e-teacher-scholarship-program

University of Oregon,College of Arts and Sciences,

American English Institutehttp://aei.uoregon.edu/

English for Specific Purposes, Best parctices for Courses and MaterialsWinter 2015

Student: Carolina Aguirre Solano

English for Specific PurposesEnglish for academic purposes (EAP)English for ocupational purposes (EOP)Blended EAP/EOP course

English for Specific Purpose vs English General Purposes (materials )ESP has some brands or branches. They are: 4English for Academic PurposesBased on a thorough needs assessmentUsually for more advanced learners with higher language proficiency.Employing authenthic texts and task from a discipline-specific academic discourse community.

(Westerfield 2012)

In order to do my needs analysis project, i chose EAP. Which are some of its mains characterisctics? 5Needs Assessment Project

ESP brand English for Academic Purposes

Target Area: Medicine

Target learners:Resident physicians taking their specialty at BUAPThey are doctors already working at the hospital and studying at the same time their masters degree. And they have to take a course in english to pass an exam. Since it is a requirement to get their masters degree. 6 Direccin de Estudios de Posgrado y Proyectos Especiales del rea de la Salud (DEPAS). https://facmed.buap.mx

La Benemrita Universidad Autnoma de Puebla cumple con su compromiso de formar recursos humanos de calidad en materia de salud, al titular ( )a mdicos que concluirn sus cursos de especialidad. Futuros especialistas que deben tomar y aprobar un curso de Ingls, como requisito de la titulacin (http://www.statuspuebla.com.mx/)

StakeholdersAll people interested in the course. Client or sponsor . (Westerfield, 2010)

Depas (client)Faculty of Language (DEPEA)The resident physicians (Students-client)ESP Practitioners (Teachers)

(most of the time the EGP practitioner)

MetodologyNEEDS ASSESSMENTI. Target situation analysis.II. Present situation analysisIII. Context.IV. Action plan.

. (Coordinator, Secretary, experienced ESP practitioner)The target situation analyisis involved the analysis of the following aspects:9Part 1: Target Situation Analysis (TSA) Task

Set what students need to be able to do in English by the end of the ESP course. (Set measurable goals and objectives)

Examine authentic text, key aspects of this genre and a mini-genre analysis. (Text books vs Web sites) http://www.cdc.gov/alcohol/fact-sheets/alcohol-use.htmhttp://www.cdc.gov/ncbddd/fasd/documents/fasd_english_spanish.pdf

Competence: (Canale and Swain, 1980)

Linguistic Grammatical SociolinguisticDiscourse Strategic

Analysis to identify the learning objectives. Identifying authentic materialWhat is authentic material?Material normally used in the students specialist subject area: written by specialist for specialist. It is NOT written for language teaching purposes. (Jordan, 1997)

Considering Jordans (1997) and Basturkmens (2010) conceptions about authenticity of text and Millars (2011) recommendations for genre analysis, I examine three examples of Government website based fact sheet about health care.1. Key aspects are:

Genre: Samples of three texts of the same genre. They are government web-based fact sheets.

FASDs (Fetal Alcohol Spectral Disorders) [PDF] Fetal Alcohol Spectrum Disorders Fact Sheet - English ... Smoking and tobacco use. Quitting smoking http://www.cdc.gov/tobacco/data_statistics/fact_sheets/cessation/quitting/index.htm#benefitsPhysical Activity and Health. Persons with disabilities http://www.cdc.gov/nccdphp/sgr/pdf/disab.pdf

Competences :

Linguistic

Grammatical

Sociolinguistic

Discourse

Strategic SCAN

IDENTIFY

DECIDEThese text are appropriate for EAP/EOP Medicine and NursingBecause it is written text wrote by specialists for specialists, in this case for specialists to use it as a tool to help and inform people. It is also an excellent example of how they the target learners- being specialists can learn to create fact sheets about other health topics. (Aguirre,2015)

2.Linguistic Competence

a.Important vocabulary: nouns related to health items, adjectives and nouns related to physical appearance , nouns such as parts of the body, other words related to the human abilities or skills. Sort of warning verbs

b.Grammatical features: Usually Present simple active voice ,very specific nouns instead of personal pronouns, modals to talk about possibility and suggestion , structures with a conditional if-clause and subordinate while-clause (Aguirre,2015)3.Sociolinguistic Competence

a. This genre specifically intends to communicate with people with a health problem as well as doctors and nurses since they are responsible to provide patients with useful information for care and health prevention . (Aguirre,2015)

These fact sheets are part of a set of fact sheets provided by the governments web site. Besides the format uses quite simple vocabulary but complex structures. The purpose is to warn people about possible health problems so the message sent is formal and serious. (Aguirre,2015)

4.Discourse Competence

a.General appearance of the text reflective of its genre. It has a title and subheadings followed by a few short concise paragraphs. The fact sheet has different sections, it may have no pictures. The text is presented in two columns. At the end there are some logos of the association or sponsor. (Aguirre, 2015)

b."The moves (Dudley-Evans & St. John, 1998) of a text within this genre are basically a serie of questions or subeheadings and answers: Move 1 :TITLE /Move 2: Question or Subheading/Step:Answer /Last Move: Further information section/ Logos5.Strategic Competencea.Students could cope with misunderstandings when attempting to comprehend texts from this same genre becasue this kind of text is very easy to follow while reading because the discourse structure is organized in short concise paragraphs. The main characteristics are the questions or subheadings that lead the reader easily through it. The learners can predict the content of the paragraphs by reading the questions or subheadings and they can also read for gist. (Aguirre, 2015)

Part 1: Target Situation Analysis (TSA) Task

What do your target learners need to be able to do in English by the end of your ESP course? Goal:Target learners: ESP/EAP Medicine. Performance goals: By the end of the courseThey will be able to comprehend text (medicine journals, medical reports, medicine articles, web-based health fact sheets)

They will be able to find information in text to support their ideas when giving their opinions.

Theywill answer open-ended and closed-ended questions accurately.

They will present their opinions, or arguments both orally and in written form.

At the end of the course they will successfully pass a formal Reading comprehension test

(Formulating goals and objective. Graves, 2000)

So finally after, 20Part 2: Present Situation Analysis (PSA) Task

Current level of English.Current level of knowledge of their area. Wishes and desires about the course.Past learning experiences and information.This part was hard, becasue you have to get information. 21Part 3: Context Analysis

People: Stakeholders. Physical setting of the course.Nature of the course.Teaching resourses.This is a taught work becasue you need to find the chance to talk with a lot of people, that sometimes is not willing to provide you with the information you need.22Part 4: Action Plan

The ChallengesGet information. Get the materials for the course and the necessary equipment.Schedules .Motivation.

CHALLENGEtime to consult as many stakeholders as possible(Frienderberg, et al. 27 in Westerfields , 2010)

According to this, it would be relevant to know ESP practitioners opinions about the courses they have taught so far.

Get to know students needs and expectations.

There is no the necessary information that the Needs Assessment requires.

Conclusion

Good communication among stakeholders set the basis for the appropriate conditions for the course.The analysis requires a lot of time. Setting measurable goals and objectives for students to be successful, as well as The selection of the appropriate authentic materialThe material is extremely important for the development of the course and to fulfill the goals

This is because sometimes we are confuse about the material from textbooks that look like authentic25THANK YOU VERY MUCH

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