1. Classroom practice and beyond
Module 25
Classroom practice and beyond

2. What’s inside
Learner’s specialist knowledge
Class size
Beyond the classroom

3. Learner’s specialist knowledge
Since ESP learners bring to their language learning some knowledge of the own specialist field and the communication within it, the ESP teacher has to develop a conscious awareness so that control is gained, whether over language, rhetorical structure or communication skills.

4. Content Knowledge
Teaching ESP is different from teaching EFL because learners have knowledge that they need to use, which generally ESP teachers do not have.

5. Roles and Relationships
An ESP teacher provides a bank of English for learner’s to use. Any judgment of appropriacy, versus accuracy can only be made jointly.
 An ESP teacher is often more of a consultant than a teller giving advice, suggesting alternatives and allowing the learner to make informed decisions.

6. Teaching and learning Materials
Methodological approaches

7. Integrating the methodologies of other Disciplines Case studies
- design an advertisement
- write a letter/report
- draw up a business plan
- design an announcement for display on
computer screens.

8. In subject projects students generally have to:
Project Work
In subject projects students generally have to:
- generate a hypothesis
- carry out a literature review
- test the hypothesis
- write a report
- give an oral presentation or seminar

9. Classroom practice and beyond
Module 26
Classroom practice and beyond

10. What’s inside
Learner’s specialist knowledge
Class size
Beyond the classroom

11. Class Sizes
When is large large?
When small is small – one-to-one classes.

12. When is large large? The notion of what constitutes a large class
depends on situation, purpose and experience.

13. Large class size Largest Class taught Large becomes intolerable
Large, problems begin
1-20
33.3
25.0
21-40
44.5
34.1
41-60
50.0
37.4
61-80
60.5
42.1
81-100
64.5
85.0
62.9
80.0
55.0

14. Dealing with large classes
Run classes at alternative times
Combine and split classes
Split classes
Team-teach

15. Get the authorities to increase resources – teachers, rooms, materials, etc so that class size can be reduced or out of class support can be increased

16. Changing the approach Allow learners to consult each other
Introduce pair and group work
Introduce new feedback procedures
Have core and alternative/additional activities

17. When small is small one to one Intensive Extensive
Direct Direct Indirect
Eg. EAP Tutorials
Eg. Telephone courses
Eg. Professionals in
Business, diplomacy courses

18. Beyond the classroom Five modes of technology Video discs and CD-ROMS
The Internet
Electronic mail ( )
CALL Material
Computer-based corpora