TASK 1: Individual Work
Name: ROMELYN A. ESTOMATA
Read ESP: Tailoring Courses to Student Needs and to the Outside World by Ann M. Johns and Donna Prince-
Machado and answer the discussion questions comprehensively (p.52).
1. How can a VESL teacher (or any ESP teacher, for that matter) integrate the essential areas of
sociability, teamwork, and self-esteem into his or her teaching?
A VESL (Vocational English as a Second Language) or ESP (English for Specific Purposes) teacher can
integrate these elements by:
Sociability:
Integrating sociability in class involves creating a safe and engaging environment where students feel
comfortable interacting with one another. This goes beyond simple group work and focuses on building genuine
connections, promoting empathy, and teaching essential communication skills.
Teamwork:
We ca integrate teamwork into a class by designing group assignments and activities, establishing clear
expectations and roles, and providing guidance and support throughout the process. Effective teamwork in an
academic setting can boost student engagement, improve problem-solving skills, and foster a collaborative
learning environment
Self-esteem:
A teacher integrates self-esteem by creating a positive learning environment, by giving students a
responsibility, celebrates achievements, build on strength and promotes peer support.
2. Your supervisor has decided that you will initiate a VESL class (an ESP program) at your school. What
are some of the questions you need to ask and things you need to do to prepare for that class?
Moving from a General English class to a Vocational English as a Second Language (VESL) program
requires a shift in mindset and a significant amount of preparation. Your focus will be on creating a curriculum that
is highly practical and directly applicable to a specific vocational field.
Here are some key questions you need to ask and things you need to do to prepare:
I.Needs Analysis (The Most Critical Step)
Before you can create any content, you need to know who you're teaching and what they need to learn. This isn't
just about their English level, but about their specific vocational goals.
Questions to ask:
Who are the students? What is their age range, education level, and previous work experience? What are their
native languages and cultural backgrounds?
What are their vocational goals? Are they trying to get their first job, advance in their current career, or enter a
specific training program?
What is the specific industry? Is this a VESL class for healthcare, hospitality, construction, or another field? What
are the key tasks and roles in that industry?
What are the English language demands of the job?
Listening: Do they need to understand a supervisor's instructions, customer complaints, or safety warnings?
Speaking: Do they need to communicate with coworkers, make phone calls, or participate in meetings?
Reading: Do they need to read and understand work orders, safety manuals, or emails?
Writing: Do they need to fill out forms, write a simple report, or take a message?
What are the "soft skills" and cultural norms? What are the expectations for teamwork, problem-solving, and
communication in this workplace culture?
Things to do:
a.Conduct surveys and interviews: Create a detailed needs analysis questionnaire for your students.
Talk to them one-on-one or in small groups to understand their goals and challenges.
b.Consult with vocational experts: If possible, speak to employers, trainers, or industry professionals in the
target field. Ask them about the most common communication challenges for non-native speakers.
c.Research the field: Get a sense of the technical vocabulary, common phrases, and communication
scenarios in the industry.
II. Curriculum and Material Development
Once you have a clear picture of your students' needs, you can start building a curriculum that is relevant and
engaging.
Questions to ask:
What are the learning objectives? What specific, measurable skills should students have by the end of the
course?
How will I design the syllabus? Should the course be task-based (e.g., a unit on "taking a customer order") or
topic-based (e.g., a unit on "workplace safety")?
What materials will I use? Are there existing textbooks for this specific VESL field? If not, what authentic materials
can I use (e.g., job applications, company memos, safety signs, instructional videos)?
How will I create my own materials? You will likely need to develop a lot of your own content, from vocabulary
lists to role-playing scenarios.
How will I integrate all four language skills (listening, speaking, reading, writing)? For example, a lesson on
"workplace safety" could involve listening to an audio recording of a safety briefing, reading a safety manual, and
then role-playing a scenario where a student reports a hazard.
Things to do:
a.Create a competency-based curriculum: Organize your content around the specific tasks students
need to be able to perform.
b.Build a vocabulary bank: Compile a list of essential industry-specific terminology.
c.Design real-world tasks: Develop lessons around practical activities like filling out forms, writing a
resume, or practicing a job interview.
d.Plan for different proficiency levels: Since your students will likely have a mix of English skills,
plan activities that can be adapted for different levels.
III. Logistics and Assessment
Finally, you need to consider the practical aspects of running the class and how you will measure student
success.
Questions to ask:
How will I place students in the right level? Do you need a specific assessment test for this program?
How will I assess student progress? Beyond traditional tests, what are some performance-based assessments I
can use? For example, can I observe them in a simulated work environment or have them complete a project?
What are the expectations for student attendance and participation? How will these be managed?
What resources are available to me? Do I have access to a computer lab, a classroom with a projector, or any
other necessary tools?
Things to do:
a.Develop a clear grading rubric: Your rubric should reflect the specific skills and competencies
outlined in your curriculum.
b.Communicate with your supervisor: Regularly report on your progress and any challenges you're facing.
c.Create a feedback loop: Plan to get feedback from students on what is and isn't working in the
course. This will help you make adjustments for future sessions.
3. What areas of ESP appeal to you most? Why? If you were to teach a class in the most appealing area,
what would its focus be? Why?
My interest lies in the direct, tangible impact of the language skills being taught. While all ESP fields are
practical, these two areas are where the stakes of clear communication are incredibly high and the benefits are
immediate and life-changing for the learner.
English for Medical Purposes (EMP): In a medical setting, a simple misunderstanding can have a
profound impact on a patient's health and safety. The language is not just about vocabulary; it's about accuracy,
clarity, and empathy. The teaching in this area goes beyond a textbook to encompass cultural competence,
ethical considerations, and the ability to navigate high-stress situations. The satisfaction of helping a medical
professional—a doctor, nurse, or medical assistant—communicate a diagnosis accurately or understand a
patient's symptoms is a powerful motivator.
If I Were to Teach a Class in the Most Appealing Area
If I were to teach a class in my most appealing area, the focus would be on English for the Hospitality Industry.
Why?
The hospitality industry—including hotels, restaurants, and tourism—is a vibrant, fast-paced environment
that is heavily dependent on interpersonal communication. It's an ideal setting for an ESP class because it
requires a wide range of practical language skills, from formal to informal, and from written to spoken. It offers a
clear, practical path for learners to use their new skills in a real-world context, and success is easily measurable.
My class would have the following focus:
A. Customer-Facing Communication: This is the core of the course. Students would learn how to greet guests,
take orders, make recommendations, handle complaints, and provide directions. Role-playing would be a key
methodology, with scenarios covering a variety of situations, from a simple check-in to a complex customer issue.
B. Workplace Safety and Procedural English: This component would focus on the language needed to follow
instructions, understand safety manuals, and report issues to a supervisor or colleague. This is vital for the
smooth and safe operation of any establishment.
C. Soft Skills and Cultural Competence: Beyond the language itself, a focus on soft skills is crucial. This would
include lessons on professional demeanor, small talk, and understanding cultural nuances. For example, a
student would learn not only how to ask "Is everything to your liking?" but also how to interpret the customer's
nonverbal cues and respond appropriately.
D. Industry-Specific Vocabulary and Written Communication: The class would build a robust vocabulary of
industry terms, from specific menu items to reservation systems and billing terms. It would also cover practical
writing tasks, such as composing professional emails to a manager or writing a brief report on an inventory
shortage.
The ultimate goal would be to move beyond memorization and to create a class where students feel
confident and capable of handling any situation that arises on the job, not just in English, but with an
understanding of the professional and cultural context in which they are operating.
4. How can a person effectively assess the results of an ESP program? After consulting the chapter by
Cohen in this volume or the work by Douglas (2000), discuss some possibilities for assessment.
To effectively assess the results of an ESP program, you must go beyond traditional language tests and
evaluate whether learners can perform the specific communicative tasks required in their target field. This
involves focusing on real-world application and integrating content knowledge with language ability.
Douglas (2000) on Assessing Language for Specific Purposes
In his work, Dan Douglas (2000) distinguishes ESP assessment from general language testing by emphasizing its
context-specific nature. He argues that a test's content and methods must be derived from a careful needs
analysis of the target language use (TLU) situation. For Douglas, a key feature of ESP testing is the interaction
between language knowledge and content knowledge.
Douglas discusses several possibilities for assessment that reflect this principle:
A.Performance-Based Assessment: Instead of multiple-choice questions, this approach uses authentic
tasks that mirror what learners will do on the job. For example, a student in a VESL class for medical assistants
might be asked to role-play explaining a procedure to a patient, using correct medical terminology and
appropriate communicative strategies.
B.Contextualized Tasks: Douglas stresses that test tasks should be directly linked to non-test tasks from
the real world. A written test for hotel employees might include a real guest complaint form to be filled out, or a
simulated email to a manager. This ensures the assessment is valid and meaningful to the learner.
C.Authentic Texts and Materials: Assessment should use genuine materials from the target domain, such
as safety manuals, technical specifications, or emails from a supervisor. This tests the learner's ability to navigate
the real-world discourse of their field, rather than simplified, textbook language.
D.The Role of Background Knowledge: Douglas argues that background knowledge is not a confounding
variable to be minimized, but a crucial component of language ability in an ESP context. Therefore, assessment
should be designed to allow learners to use their professional knowledge to demonstrate their language skills.
Cohen on ESP Assessment
While the specific chapter by Cohen is not provided, the general principles of ESP assessment align with his work
on language testing and program evaluation. Cohen's work, often referencing the importance of authenticity and
relevance, would likely highlight these methods:
A.Self- and Peer-Assessment: Learners are in the best position to know if they're meeting their own goals.
Using checklists, rubrics, and journals, students can reflect on their progress and provide feedback to their peers.
This promotes learner autonomy and gives a voice to the student experience.
B.Formative and Summative Evaluation: Assessment should be a continuous process, not just a final
exam. Formative assessment (e.g., in-class quizzes, teacher feedback on drafts) helps identify areas for
improvement during the course. Summative assessment (e.g., a final presentation, a simulated job interview)
measures overall achievement at the end.
C.Course Evaluation: Beyond assessing individual learners, it's crucial to evaluate the program itself. This
involves asking questions like: "Did the course meet the learners' needs?" and "Were the materials effective?"
Methods for this include questionnaires, focus groups with students and instructors, and interviews with
stakeholders like employers.
5. Throughout this chapter, the authors juxtapose “General English” and ESP. What is “General English”
in your view? To whom should it be taught?
General English is a language course designed to provide learners with a broad, foundational, and transferable
knowledge of the English language. Unlike English for Specific Purposes (ESP), which focuses on the language
needed for a particular field (like medicine or business), General English aims to develop a learner's overall
communicative competence for a wide range of everyday situations. It's about building a robust skill set that can
be applied in social, academic, and professional contexts.
What's Taught in a General English Class?
A General English curriculum is typically structured around the four core language skills: reading, writing,
listening, and speaking. The content is not specialized; instead, it focuses on common, daily topics.
A.Grammar and Vocabulary: Instruction covers a wide range of grammar rules, tenses, and a broad, general
vocabulary applicable to various situations.
B. Communicative Functions: The focus is on practical communication for everyday life. This includes learning
how to introduce yourself, ask for directions, shop for groceries, make small talk, and express opinions.
C. Pronunciation and Fluency: Students practice pronunciation and intonation to be better understood, with a
strong emphasis on speaking practice to build confidence and fluency.
D. Reading and Writing Skills: Learners work with authentic, non-specialized texts like newspaper articles, short
stories, emails, and social media posts to improve their reading comprehension and writing skills.
To Whom Should It Be Taught?
General English should be taught to anyone who needs a flexible and fundamental understanding of the English
language for diverse, non-specialized purposes. This includes:
A. Beginners: Anyone at the initial stages of their English language-learning journey who needs a solid foundation
before moving on to more specialized studies.
B. Travelers: Individuals who want to communicate effectively while traveling in English-speaking countries or
using English as a lingua franca.
C. Students: Those preparing for an academic program where English is the language of instruction. A General
English course can provide the necessary foundation before they take a course in English for Academic Purposes
(EAP).
D. Immigrants and Refugees: People who need to integrate into an English-speaking community for daily life,
including shopping, using public services, and socializing.
E. Individuals Seeking a "High-Surrender Value" Course: As noted by Widdowson (1983), the content of General
English is chosen because it has a high "surrender value"—meaning it's broadly useful, even if the student's
future needs are unknown. This makes it ideal for young learners in a school setting or anyone who isn't sure
what they will use English for in the future.
