Hostname: page-component-8448b6f56d-sxzjt Total loading time: 0 Render date: 2024-04-23T08:08:26.167Z Has data issue: false hasContentIssue false
  • English
  • Français

Is ESP a materials and teaching-led movement?

Published online by Cambridge University Press:  21 July 2020

Helen Basturkmen
Helen Basturkmen*
Affiliation:
University of Auckland, New Zealand
*
Email: h.basturkmen@auckland.ac.nz
Get access Rights & Permissions [Opens in a new window]

Extract

My first encounter with English for specific purposes (ESP) teaching was in the late 1980s. I was asked to lead a small team of teachers in designing a new English course for university students of art and design. We had just a few weeks to devise a teaching plan and materials. ESP was famously described at that time as ‘essentially a materials and teaching-led movement’ (Dudley-Evans & St John, 1998, p. 19) and my initial encounter with ESP largely reflected this. However, I believe this description and some other characterizations of ESP have persisted rather too long. In this paper, I seek to problematize a view of ESP as essentially a practical movement and I argue that a characterization of ESP for the present time needs to reflect a broader vision of endeavours and interests.

Type
First Person Singular
Information
Language Teaching , Volume 54 , Issue 4 , October 2021 , pp. 491 - 501
Check for updates
Copyright
Copyright © The Author(s), 2020. Published by Cambridge University Press

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Anthony, L. (2019). Introducing English for specific purposes. Abingdon, UK: Routledge.Google Scholar
Basturkmen, H. (2006). Ideas and options in English for specific purposes. New York, NY: Routledge.Google Scholar
Basturkmen, H. (2010). Developing courses in English for specific purposes. Basingstoke, UK: Palgrave Macmillan.10.1057/9780230290518CrossRefGoogle Scholar
Basturkmen, H. (2017). ESP teacher education needs. Language Teaching, 52(3), 318–330.10.1017/S0261444817000398CrossRefGoogle Scholar
Basturkmen, H. (2018a). Explicit versus implicit grammar knowledge. In Liontas, J. I. (Ed.), TESOL encyclopedia. Hoboken, NY: John Wiley. doi: https://doi.org/10.1002/9781118784235.eelt0060Google Scholar
Basturkmen, H. (2018b). Learning for academic purposes. In Burns, A. & Richards, J. C. (Eds.), The Cambridge Guide to learning English as a second language (pp. 129–136). Cambridge, UK: Cambridge University Press.CrossRefGoogle Scholar
Basturkmen, H., & Bocanegra-Valle, A. (2018). Materials design processes, beliefs, experiences and practices of experienced ESP teachers in university settings in Spain. In Kirkgὅz, Y. & Dikilitaṣ, K. (Eds.), Key issues in English for specific purposes in higher education (pp. 13–27). Cham, Switzerland: Springer.10.1007/978-3-319-70214-8_2CrossRefGoogle Scholar
Belcher, D. (2006). English for specific purposes: Teaching to perceived needs and imagined futures in worlds of work, study and everyday life. TESOL Quarterly, 40, 133–156.10.2307/40264514CrossRefGoogle Scholar
Belcher, D. (2009). What ESP is and can be: An introduction. In Belcher, D. (Ed.), English for specific purposes in theory and practice (pp. 1–20). Ann Arbour, MI: The University of Michigan Press.10.3998/mpub.770237CrossRefGoogle Scholar
Bell, D. (2016). Practitioners, pedagogies and professionalism in English for academic purposes: The development of a contested field (Ph.D. dissertation). The University of Nottingham, UK.Google Scholar
Bi, J. (2020). How large a vocabulary do Chinese computer science undergraduates need to read English medium specialist textbooks? English for Specific Purposes, 58, 77–89.10.1016/j.esp.2020.01.001CrossRefGoogle Scholar
Bloor, M. (1998). English for specific purposes: The preservation of the species. (Some notes on a recently evolved species and the contribution of John Swales to its preservation and protection). English for Specific Purposes, 17(1), 47–66.CrossRefGoogle Scholar
Bocanegra-Valle, A., & Basturkmen, H. (2019). Investigating the teacher education needs of experienced ESP teachers in Spanish universities. Ibérica, 38, 127–149.Google Scholar
Campion, G. (2016). The learning never ends: Exploring teachers’ views on the transition from general English to EAP. Journal of English for Academic Purposes, 23(1), 59–70.10.1016/j.jeap.2016.06.003CrossRefGoogle Scholar
Cheng, A. (2007). Transferring generic features and recontextualising genre awareness: Understanding writing performance in the ESP genre-based literacy framework. English for Specific Purposes, 26, 287–307.10.1016/j.esp.2006.12.002CrossRefGoogle Scholar
Cheng, A. (2018). Genre and graduate level research writing. Ann Arbour, MI: University of Michigan Press.CrossRefGoogle Scholar
Ding, A. (2019). EAP practitioner identity. In Hyland, K. & Wong, L. C. (Eds.), Specialised English: New directions in ESP and EAP research and practice (pp. 63–75). Abingdon, UK: Routledge.CrossRefGoogle Scholar
Ding, A., & Bruce, I. (2017). The English for academic purposes practitioner: Operating on the edge of academia. Basingstoke, UK: Palgrave Macmillan.CrossRefGoogle Scholar
Ding, A., & Campion, G. (2016). EAP teacher development. In Hyland, K. & Shaw, P. (Eds.), The Routledge handbook of English for academic purposes (pp. 547–559). Abingdon, UK: Routledge.Google Scholar
Dudley-Evans, T., & St John, M. J. (1998). Developments in English for specific purposes. Cambridge, UK: Cambridge University Press.Google Scholar
Ellis, R. (2008). Explicit knowledge and second language learning and pedagogy. In Hornberger, N. (Ed.), Encyclopaedia of language and education (Vol. 6, pp. 1901–1911). New York, NY: Springer US.CrossRefGoogle Scholar
Flowerdew, J. (2013). Abingdon, UK: Routledge. (1st ed. 2002, ISBN 9780582418875).Google Scholar
Hafner, C. (2018). Learning for specific purposes. In Burns, A. & Richards, J. C. (Eds.), The Cambridge Guide to learning English as a second language (pp. 137–145). Cambridge, UK: Cambridge University Press.CrossRefGoogle Scholar
Hamp-Lyons, L., & Hyland, K. (2005). Some further thoughts on EAP and JEAP. Journal of English for Academic Purposes, 4(1), 1–4.CrossRefGoogle Scholar
Herbolich, J. B. (1979). Box kites. English for Specific Purposes 29. Reprinted in Swales, J. (1985) Episodes in ESP. Oxford, UK: Pergamon.Google Scholar
Hu, G. (2018). The ‘researching EAP practice initiative’. Journal of English for Academic Purposes, 36, A2.CrossRefGoogle Scholar
Hyland, K., & Wong, L. C. (2019). Introduction. In Hyland, K. & Wong, L. C. (Eds.), Specialised English: New directions in ESP and EAP research and practice (pp. 1–5). Abingdon, UK: Routledge.Google Scholar
Hyon, S. (2002). Genre and ESL reading: A classroom study. In Johns, A. M. (Ed.), Genre in the classroom: Multiple perspectives (pp. 121–144). Mahwah, NJ: Lawrence Erlbaum.Google Scholar
Hyon, S. (2018). Genre and English for specific purposes. Abingdon, UK: Routledge.Google Scholar
Johns, A. (2012). The history of English for specific purposes research. In Paltridge, B. & Starfield, S. (Eds.), The handbook of English for specific purposes (pp. 5–30). Oxford, UK: Wiley Blackwell.CrossRefGoogle Scholar
Jordan, R. R. (2002). The growth of EAP in Britain. Journal of English for Academic Purposes, 1, 69–78.CrossRefGoogle Scholar
Karpenko-Seccombe, T. (2018). Practical concordancing for upper-intermediate and advanced academic writing: Ready to use teaching and learning materials. Journal of English for Academic Purposes, 36, 135–141.CrossRefGoogle Scholar
Kuteeva, M., & Negretti, R. (2016). Graduate students’ genre knowledge and perceived disciplinary practices: Creating a research space across disciplines. English for Specific Purposes, 41, 36–49.CrossRefGoogle Scholar
Lave, J. (2019). Learning and everyday life: Access, participation and changing practice. New York, NY: Cambridge University Press.CrossRefGoogle Scholar
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. New York, NY: Cambridge University Press.CrossRefGoogle Scholar
Li, Y., & Cargill, M. (2019). Seeking supervisor collaboration in a school of sciences in a Chinese university. In Hyland, K. & Wong, L. C. (Eds.), Specialised English: New directions in ESP and EAP research and practice (pp. 240–252). Abingdon, UK: Routledge.CrossRefGoogle Scholar
Lockwood, J. (2018). Learning for the workplace. In Burns, A. & Richards, J. C. (Eds.), The Cambridge Guide to learning English as a second language (pp. 146–156). Cambridge, UK: Cambridge University Press.CrossRefGoogle Scholar
Macaro, E. (2018). English medium instruction. Oxford, UK: Oxford University Press.CrossRefGoogle Scholar
Mancill, G. S., Drobnic, K., & Romett, C. L. (1980). From the editors. The ESP Journal, 1, 1: 7–9.CrossRefGoogle Scholar
Mede, E., Koparan, N., & Atay, D. (2018). Perceptions of students, teachers and graduates about a civil aviation cabin services ESP program: An exploratory study. In Kirkgὅz, Y. & Dikilitaṣ, K. (Eds.), Key issues in English for specific purposes in higher education (pp. 157–175). Cham, Switzerland: Springer.CrossRefGoogle Scholar
Moghaddasi, S., Graves, H. A. B., Graves, R., & Gutierrez, X. (2019). ‘See Figure 1’: Visual moves in discrete mathematics research articles. English for Specific Purposes, 56, 50–67.CrossRefGoogle Scholar
Northcote, J. (2019). Academic writing feedback: Collaboration between subject and EAP specialists. In Hyland, K. & Wong, L. C. (Eds.), Specialised English: New directions in ESP and EAP research and practice (pp. 214–227). Abingdon, UK: Routledge.CrossRefGoogle Scholar
Paltridge, B. (2009). Afterword: Where have we come from and where are we now? In Belcher, D. (Ed.), English for specific purposes in theory and practice (pp. 298–296). Ann Arbour, MI: The University of Michigan Press.Google Scholar
Paltridge, B. (2012). Genre and English for specific purposes. In Paltridge, B. & Starfield, S. (Eds.), The Handbook of English for specific purposes (pp. 347–366). Oxford, UK: Wiley-Blackwell.CrossRefGoogle Scholar
Parkinson, J. (2019). Multimodal student texts: Implications for ESP. In Hyland, K. & Wong, L. C. (Eds.), Specialised English: New directions in ESP and EAP research and practice (pp. 149–161). Abingdon, UK: Routledge.CrossRefGoogle Scholar
Pecorari, D., & Malmström, H. (2018). At the crossroads of TESOL and English medium instruction. TESOL Quarterly, 52(3), 497–515.CrossRefGoogle Scholar
Robinson, P. (1991). ESP today: A practitioner's guide. New York, NY: Prentice Hall.Google Scholar
Serafini, E. J., Lake, J. B., & Long, M. H. (2015). Needs analysis for specialised learner populations: Essential methodological improvements. English for Specific Purposes, 40, 11–26.CrossRefGoogle Scholar
Shawcross, P. (2011). Flightpath: Aviation English for pilots and ATCOs. Cambridge, UK: Cambridge University Press.Google Scholar
Smith, S. (2020). DIY corpora for accounting and finance. English for Specific Purposes, 13(3), 200–203.Google Scholar
Stoller, F. L., & Robinson, M. S. (2018). Innovative ESP teaching practices and materials development. In Kirkgὅz, Y. & Dikilitaṣ, K. (Eds.), Key issues in English for specific purposes in higher education (pp. 29–49). Cham, Switzerland: Springer.CrossRefGoogle Scholar
Swales, J. (1985). Episodes in ESP. Oxford, UK: Pergamon.Google Scholar
Swales, J. (1990). Genre analysis: English in academic and research settings. Cambridge, UK: Cambridge University Press.Google Scholar
Swales, J. (1994). From the editors. English for Specific Purposes, 25, 131–132.Google Scholar
Swales, J. (2001). EAP-related linguistic research: An intellectual history. In Flowerdew, J. & Peacock, M. (Eds.), Research perspectives on English for academic purposes (pp. 42–54). Cambridge, UK: Cambridge University Press.CrossRefGoogle Scholar
Swales, J., & Feak, C. (2011). Academic writing for graduate studies: Essential tasks and skills (3rd ed.). Ann Arbour, MI: University of Michigan Press.Google Scholar
Swales, J. M., & Lindemann, S. (2002). Teaching the literature review to international students. In Johns, A. M. (Ed.), Genre in the classroom: Multiple perspectives (pp. 105–120). Mahwah, NJ: Lawrence Erlbaum.Google Scholar
Tao, J., & Gao, X. (2018). Identity construction of ESP teachers in a Chinese university. English for Specific Purposes, 49, 1–13.CrossRefGoogle Scholar
Tsuda, A. (2012). Developing an ESP course and materials for dieticians. Journal of IATEFL ESP Special Interest Group, 39, 23–30.Google Scholar
Wong, L. C. (2019). Implementing disciplinary data-driven learning for postgraduate thesis writing. In Hyland, K. & Wong, L. C. (Eds.), Specialised English: New directions in ESP and EAP research and practice (pp. 195–213). Abingdon, UK: Routledge.CrossRefGoogle Scholar