1. Languages for Specific Purposes
Pedagogical Innovation or Organisational Headache?
Mark Critchley
Director, Centre for Foreign Language Study
Durham University

2. “Languages for Specific Purposes is the Future”

3. Languages for Specific Purposes
What does this mean?
How does it relate to personal learning plans?
How does it fit in a portfolio of language teaching & learning?

4. Specialism is a problem amongst “specialists”

5. Focus on non-specialists:
How good do they want to be?
How good do we expect them to be?
How good do they need to be?
In what context?

6. Languages for Specific Purposes has an important role – especially in the context of IWLP
A given language for a given application
Language programmes for different learner groups
Focus on a particular skill
Focus and motivation for learners

7. There are a huge variety of specific applications:
Technical specifications
Contract negotiations
Research
Advertising campaigns
Permissions, licences
etc…

8. So how do we define “specific”?
Engineering – civil, chemical, electrical?
Business – marketing, legal, finance
Grammar, vocabulary, skill
Pace, schedule, location….

9. Headaches
Course proliferation
Timetable
Location
Student numbers
Dilution
Level - A1, A2, B1, B2 …?

10. More headaches
Knowledge of the “specific purpose”
Assumption
Focus of teaching
Funding
Every institution is different

11. Change from traditional language teaching & learning
A Way Forward?
Change from traditional language teaching & learning
Jointly delivered programmes with specialist departments
Business in an International Context – with languages
Global Affairs – with languages
Emphasis on inter-cultural communication

12. Risks
We must take care not to relegate the value of the study of language & culture for its own sake
Maintain a focus on the cultural reference points of all professional activity

13. Language learning is all about communication and relationships: better cultural awareness, confidence and trust, and friendships

14. Durham context
Ethos : anyone who wants to learn a language should be able to do so
Bespoke courses for academic Departments
Study Abroad preparation
Academic reading skills
Professional courses for those in work
Too many learners, not enough resources

15. IWLP context
Growing numbers of learners, growing demand
High teacher workloads
Reliance on part-time teachers
Limited funding
Need to prioritise the use of all our resources, including teacher time, for maximum impact

16. Modern Languages discipline context
Falling registrations for degree programmes
Reduction of academic influence
Reduction of specialism
Race to the bottom
Need to respond in various ways – but careful to maintain the value of language teaching and study in their own right – irrespective of application

17. “There’s no such thing as Business French”