ESP BEST PRACTICES 2nd International Conference SYNERGIES OF LANGUAGE LEARNING Teaching English for...
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ESP BEST PRACTICES 2nd International Conference SYNERGIES OF LANGUAGE LEARNING Teaching English for Specific Purposes and New Language Learning Technologies
ESP BEST PRACTICES 2nd International Conference SYNERGIES OF
LANGUAGE LEARNING Teaching English for Specific Purposes and New
Language Learning Technologies Faculty of Electronic Engineering,
University of Ni, Serbia
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[email protected] Ljubica Miladinovi English teacher
Mechanical-technical school, Ni http://www.mts15maj.edu.rs/
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E Teacher scholarship program English Teacher Professional
Development Distance Learning Program sponsored by the U.S.
Department of State The University of Oregon
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E Teacher courses Assessment: Summative and Formative Practices
in Language Learning and Teaching Building Teaching Skills Through
the Interactive Web (Web Skills) Critical Thinking in Language
Learning and Teaching (CT) English for Specific Purposes (ESP)
Introduction to Pedagogy and Practices in TESOL (TESOL Methods)
Practical Applications in Listening and Speaking Skills (PALSS)
Special Education and Differentiated Instruction in an EFL Context
(SpEd EFL) Teaching English to Pre-teens and Teens (TEPT) Teaching
English to Young Learners (TEYL)
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Partcipants from 23 countries
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Course scope and sequence Week 1: Orientation to course.
Introductions and getting to know others in the class
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https://eteacher.uoregon.edu/
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Jennifer Rice, Instructor, UO, AEI
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Is your context really ESP? The difference between ESP, EOP and
EAP Kay Westerfield, Making Significant Progress in English
Communication with ESP and Intensive English Programs
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What is ESP? Smoaks article Circles of impact Select a target
learner
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Target learners - EOP Mechanical Engineering how to use
computer software (AutoCAD, SolidWorks) how to operate computer
numerical control (CNC) machines how to use text processors how to
write standardizations of the quality of work search for content on
the internet make contacts with partner institutions
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Needs Assessment Phase TSA, PSA, CA Information we have
Information we still need Vocational subject teachers Performance
goals Be able to orally describe numbers, shapes, distances and
dimensions Be able to read diagrams and describe graphs Be able to
understand technical drawings Be able to scan a text searching for
specific information Be able to choose appropriate materials,
processes, dimensions and tolerances in computer aided software
given the object they have to design
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ESP Toolkit Articles Sample questionnaires Texts AV-Based
materials Notes, etc.
Experience with formulating goals and objectives Only a part of
the Curriculum Stronger emotions, more effort The actual use of
content Coordinated with the content of specialist subjects,
"tangible The time frame Realistic goals
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Communicative competence Task: Following the example provided
in the first column, create at least one skill needed by the
specified learner in each box
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Measurable behaviours Write a list of measurable behaviors for
specific target learners that would help them reach the goals
specified in one of the previous discussion threads
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Curriculum design phase 2 Syllabus types Professional topics
syllabus (Numbers, Shapes, Distances, Dimensions, Materials and
Tools, Safety at Work, Careers in Engineering, Computer Science,
Computer Aided Software, Automobiles, etc.) Task sequencing
Recycling
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Materials development phase 1: authenticity and teaching points
Authentic materials: Law textbook for first year law students in
the USA Recording of a talk at Environmental Law Conference at the
University of Oregon TED lecture on Law "Crime & Punishment", a
novel by Dostoyevsky BBC podcast "Unreliable Evidence" about
law-related issues Recorded lecture from a law class at UC Berkeley
Non-authentic materials: ESP Law textbook "News For You" story on
law-related issue ESP podcast for law students R.R.Jordan, 1997.
English for Academic Purposes: A guide and resource for
teachers
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AV-based materials on the web Using Spreadsheets podcast
Performance goal: Be able to operate computer applications, Be able
to use infinitives and gerunds
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Implementation phase 1: lesson planning and instructional
activities for ESP Materials development phase 2: genre
analysis
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Evaluating a Sample Unit from an ESP textbook Graphs from
simple to complex and from more guided to less guided identifying
different kinds of graphs and charts introduces nouns and verbs of
change, adjectives and adverbs used to describe change Writing
skills include describing, comparing, or explaining Production -
the students combine their English knowledge and content knowledge
Improvement - key orienting words (axis, apex, trough)
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Implementation phase 2 Formative assessment
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Implementation phase 2 Summative assessment
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Implementation phase 2 Task-based instruction and formative
assessment Goal - Be able to choose appropriate materials,
processes, dimensions and tolerances in computer aided software
given the object they have to design
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Sorting and organizing
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Comparing and contrasting The students are given screenshots of
the SolidWorks materials database (custom materials) and they
compare properties of the given materials and find similar
materials
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Authentic Assessment Target learner population EOP Mechanical
engineering Goal - Be able to choose appropriate materials,
dimensions and tolerances in computer aided software given the
object they have to design Summative assessment - Choose a product
design from Computer Modeling classes you have recently made. Fill
in the chart with a material which was used, material properties,
material classification, dimensions, tolerances and the scale
applied. Provide a relevant comment (e.g. the type of design, using
similar materials)
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Task: Recall the vocabulary related to engineering materials,
material properties Classify materials used in engineering Identify
shapes and units of measurement Recognize specific information in a
chart, table or list Use a dictionary to know meanings of
words
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Assessment criteria 3 - Excellent achievement Presents a
complete data table Correct answers correctly labeled Uses correct
measurements with correct labels (length, height, or diameter)
Accompanies data with relevant observations 2 - Basic achievement
Ignores one component Correct answers with incorrect labels Uses
correct measurements with incomplete labels Accompanies data with
irrelevant observations 1 - Poor achievement Ignores more than one
component Wrong answer without correct components Uses measurements
without labels Does not accompany data with observations
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E Teacher course and the collaborative team of teachers
Carefully designed Well-structured Addressed the participants needs
Clear objectives and goals Appropriately sequenced Includes a
variety of materials Qualitative feedback Supportive
environment
