LANGUAGE TEACHERS AS COURSE DESIGNERS DESIGNING AN ESP COURSE FOR BEGINNERS by Tatjana Klobucar CDA / FLC / Department Osijek

Language Courses in CAF FLC Units 3 departments 12 +1 units teachers instructors L1  L3 only L0 different languages only English specialized courses

Beginner courses in units initial meeting in the ministry less burden on FLC need for a program to entice learning English in units set up 2 courses (syllabi): 1. methodology course (to educate instructors) 2. beginner course in units (L0)

Beginner courses in units ongoing methodology course (15th) beginner courses in units: 12 + 1 centres (units) 2-3 instructors per group an 8 week course 3-5 courses per year  ALCPT as an entry & final exam (teachers conduct them)

Content: What is ESP? Approaches to course design Needs analysis New syllabus Plans

What is ESP? not a particular kind of language or methodology an approach to language teaching directed by specific and obvious reasons for learning in theory  no difference between ESP & General English in practice  great deal of difference all language teaching should be based on learner needs Challenge to teach ESP to beginner – not a wide range of vocabulary

Approaches to course design identify learners’ target situation identify linguistic features of target situation create syllabus choose and design materials establish evaluation procedures

Approaches to course design 2 CRUCIAL POINTS : Course design is a negotiating process (various influences on syllabus, materials, methodology and evaluation procedures) Course design is a dynamic process (it does not move in a linear way; needs and resorces vary; piloting and adjusting) What’s in my mind as a teacher does not necessarily correspond to the needs in units

Needs analysis Why do the learners need to learn English? ways to gather information any course should be based on an analysis of learners’ needs target needs (necessities, lacks, wants) learning needs (knowledge and competences needed to perform in the target situation) Crucial question – ways to find the answer i.e. To gather info

Course design designing a course is basically a matter of asking questions in order to provide a reasoned basis for the subsequent processes of: syllabus design materials writing methodology evaluation

Syllabus the role of syllabus a statement of what is to be learnt syllabus is not a divine writ the clasroom generates its own syllabus a working document that should be used flexibly and appropriately to maximize the aims and processes of learning

Syllabus common base teacher’s (instructor’s) choice

Materials Creating teaching materials for the course materials adaptation  modify existing materials materials evaluation  select from the existing materials materials development  write your own materials 18_1Unit 8 - Present Continuous - Positive.docx

Methodology Two important points: there is nothing specific about ESP methodology what happens in the classroom is not just an afterthought to be grafted on to ready-made materials and syllabuses Important who will teach – teachers or instructors?

Evaluation Two levels of evaluation: learner assessment (progress tests, placements tests, achievements tests, proficiency tests) course evaluation (how well is the course actually fulfilling the needs; it helps to establish whether it is meeting its aims)

New syllabus initiated in 2016 a new syllabus (multi-resource based course) workshops for  creating materials  introducing an additional text book (EF Beginner)  discussing a new syllabus first pilot course in April 2017 (1 unit) second pilot course in fall 2017 (2 more units) third and fourth pilot course in 2018 (4 units)

New syllabus adjustments to the syllabus - based on feedback from instructors and test results (progress tests, final test); aim to implement the new syllabus successfully follow up training:  workshops with instructors  mentoring  lesson observation in units

New syllabus evaluation of the learners:  progress test (by the publisher)  entry test (ALCPT)  final test (ALCPT + achievement test) evaluation of the course data analysis

Plans ready to implement the new syllabus to all units from 2019 new methodology course (5 weeks) refreshment course or workshops with instructors continue mentoring creating “share point”

Thank you for your attention. Any questions?

Bibliography: Tom Hutchinson, Alan Waters: English for Specific Purposes, (CUP, 1987)