Angela Mozo Llorente
What is the profile of a good teacher of English for specific or professional?
I will structure my answer in different sections, for the sake of greater brevity and clarity:
1 - Regarding the overall approach to teaching.
We assume that the EFE is not totally different from the "English general." That is not to ignore the fact that they consider has characteristics typical of a context, and that your domain will require a particular use of language, but the good teacher of EFE not forget that this variety belongs to a much wider area, not may be waived (some studies-referral, however, the study of English for specific purposes, "concluded that it does not follow a direct relationship between particular grammatical forms and the specialized language) We must, however, raise the EFE as a record that, at least in specialized texts, adopting a more formal speech such that the very non-specific text, but, and this is My conclusion, body language is the same.
2 - On the importance given to specific vocabulary. EFE
The teacher should work on vocabulary, and attach great importance to lexical aspect and vocabulary. But that does not mean that this aspect should monopolize education. A contrary approach is reductive and ineffectual. We assume a nodal question: what needs the learner to know the specific record of your professional field, eg medical language, legal language, etc .-? Obviously the good professor will EFE approach this response: that the learner is able to develop properly the tasks of his professional life as a communication tool using English. Teaching technical word lists does not guarantee that purpose, the performance of nuclear EFE good teacher, the teacher will opt for a functional approach to learning English, obviously adjusted to the actual context where it is used.
3 - Regarding the methodology applied
Good practice in teaching the EFE does not imply a different methodology was applied to the teaching of language with broader purposes. Obviously, whether for teaching language for general purposes is to teach EFE, the teacher should always keep in mind that the learner finds it functional, taking strategies such as simulation contexts of use similar to the real, based on the specific needs that are presented to the student, and offering learning that are meaningful (ie: social learning of high functionality, in that it gives the term A. Bandura)
4 - Regarding the proposed activities.
Hutchinson & Waters proposed, among the ten principles, methodological principles that should underlie language teaching both General and specific language, one that is often considered not compatible with EFE learning: implementing fun learning processes. Fun does not, in the profile of good practices EFE we propose a "loosely structured" or low-profile effort. EFE good teacher should be able to combine the formal context proper to record the specific language to which I referred earlier to a learning environment that is felt by the learner as useful, related to professional practice, of course, in contexts simulation ", original, intriguing exercise, resolution of dilemmas, manipulation of lexical conceptual error detection, use of specific techniques of creative work, such as Synectics (technique proposed by Gordon), role-playing, scenarios (a technique proposed by Osborn, etc.).
5 - With regard to specific knowledge of the field of EFE. EFE
professor no input has been prepared for this specific function. It has, therefore, be oriented in an unknown environment, what causes insecurity. For example, some studies show how a scientific text is not interpreted in the same way by a language teacher or specialist. However, it is imperative that the teacher EFE have a significant level of specialized knowledge: it is more important that the teacher has an attitude of real interest in the areas and situations faced by learners, understanding the contexts in which to get along professionally. But obviously, it must, for this premise is possible, a basic knowledge about the specific topic in which to focus the professional activities of their students, always being aware that their work will not be teaching aspects of the profession professionals, but to enable them to value their expertise in English speaking and interacting with other speakers of English, receive or complete information, and self-education and retraining, in English, and network with colleagues and users of their services seamlessly and efficiently. EFE
professor must be concerned with the real needs of their students in carrying out their professional role, learning-in a smooth and mutually productive contact with his students the basics you need to know of such an environment of language use, for your guidance the learner is adequate. Obviously, in the heart of this proposal is the need for teacher-student clearly the respective roles: EFE professor should not assume the role of a specialist in the field, but to provide contexts that enable student learning.
6 - With regard to programming EFE
professor should start from when making a teaching schedule, the student's real needs, motivations, contexts in which learning is verified, etc. The detection of these real needs becomes, in the case of Professor of EFE, an essential requirement, and probably more complex than English learning processes generally about the possible lack of context of use of the language to be learned " . The success or failure of learning lies in a very high percentage of empathy in this operation must be pre-programming content and methods.
7 - With regard to materials and teaching resources.
Obviously, it is unlikely to have a specific bibliographic production to implement the learning process designed. Therefore, the EFE teacher should be able to obtain specialist materials, semi-skilled and informative, from which learning activity design, taking into account the real context in which it is expected to unfold at the time the learner .
8 - Regarding the conditions under which it carries out its work.
Sometimes the context in which it develops the practice of teaching EFE presents an unusual profile that requires a great capacity for flexibility and adaptation by the teacher. Often, it is concentrated classes, aimed at a collective is not always enough information on the level of skills in English general, or with respect to the needs of the group, should design courses tailored to fit (with accumulation of workload, sometimes moved to different times to work, etc..). In this situation, the learner must make a constant "feedback" or feedback to see if its program and materials meet the needs of students, using texts and relevant simulations that fit the reality of his life professional and the expertise of students to create situations of peer learning, cooperative learning, etc.
Bibliography:
- Sabater, Maria Lluïsa: "Aspects of English teacher training for specific purposes," in Proceedings of First International Conference on English for Specific Purposes. Cvc.cervantes.es/obref/ciefe/pdf/01/cvc_ciefe_01_0024.pdf Cf.
- Enterría Gomez, Josefa: Manual for teaching English as a second language. English for specific purposes. Madrid, UNED, s / a.
- Proceedings of the First International Congress of English for Specific Purposes: In www.cuadernoscervantes.com/varios_31_ciefe.html
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