Applying labels in teaching English for Specific Purposes: specialisation and domains of expertise

SAES Dijon 17-19 mai 2013 Atelier 23 : Anglais de Spécialité (GERAS)
Shona Whyte
Université de Nice-Sophia Antipolis
Applying labels in teaching English
for Specific Purposes: specialisation
and domains of expertise
1

Teaching
ESP
English
Linguistics
Speciﬁc disciplines
Language teaching
a complex picture
2

English literature
3

Linguistics
4

Academic disciplines
5

Language teaching
6

?
Where do we ﬁt in?
English for Speciﬁc
Purposes
7

BA Languages (Interpreting
& Translating)
PhD Linguistics (SLA):
discourse domains
English dept: CAPES
IUFM: pre/in-service
primary & secondary training
LANSAD: business, research
my [ESP]
background
8

ASp, Volume 63, March 2013
9

systematicity of interlanguage development
variability of learner contexts, needs,
objectives, expertise
a fundamental
conﬂict
10

Learners are all
different, but their
differences can be
accommodated in a
single framework.
discourse domain theory
task-based language teaching
theoretical &
pedagogical choices
11

Selinker & Douglas, 1985
A discourse domain is a topic area
that is characterised by extensive knowledge (for which
speakers possess an elaborated schema, and which they
control completely), by important knowledge (which is
central to speakers' networks of schemata, and in which they
are invested), and by current knowledge (which speakers use
frequently in interaction, and with which they are familiar).
Whyte, 1995: 158
Discourse domain
12

Douglas, 2004: 34
Discourse domains are developed
in relation to context, as deﬁned by setting,
participants, purpose, content, tone, language,
norms of interaction, and genre. […] Discourse
domains are dynamic and changing, and vary in
strength depending on the amount and quality of
experience associated with particular
communicative situations
DYNAMIC CONCEPT
13

Ellis, 2003
●      tasks involve a plan for learning activity
●      they have a primary focus on making meaning
●      they engage with real-world authentic language use
●      they focus on any or all of the four language skills
●      they engage learners in cognitive skills in order to accomplish them
●      they have a deﬁned communication-based learning outcome.
task-based language
teaching
14

Doughty and Long, 2003
1. Use tasks, not texts, as the unit of analysis
2. Promote learning by doing
3. Elaborate input (do not simplify; do not rely solely on "authentic
texts")
4. Provide rich (not impoverished) input
5. Encourage inductive ("chunk") learning
6. Focus on form
7. Provide negative feedback
8. Respect "learner syllabuses"/developmental processes
9. Promote cooperative/collaborative learning
10. Individualise instruction (according to communicative needs,
and psycholinguistically)
methodological
principles
15

• business administration
• science teaching
• social science research
apply to French university ESP courses
discourse domain theory
task-based language teaching
methodological principles
16

Science
Course English
for
Science
Teachers
students 13
(1
group)
level first
year
Masters
(secondary
science
teaching)
hours 10
x
2h
=
20
hours
over
10
weeks
=
20h
teachers 1
teacher
Task individual
presenta0on
on
science
topic
Ac/vi/es prepara0on
of
slides
prac0ce
and
final
presenta0on
audience
feedback
Tools class
wiki
(Google
Sites)
slide
embedding
(Slideshare)
video
podcast
(embedded
video)
Feedback peer
feedback
on
slides
and
style
teacher
feedback
on
oral
language
Assessment individual
presenta0on
grade
Course
evalua/on anonymous
online
ques0onnaire
on
ICT
for

language
learning/teaching
Business
Course English
for
Interna0onal
Business
students 77
(4
groups)
level first
year
Masters
(business
administra0on)
hours 2
x
1h
per
week
over
10
weeks
=
20h
teachers 2
teachers
Task group
presenta0on
on
business
topic
Ac/vi/es topic
research
on
group
wiki
prepara0on
of
slides
roleplay
of
business
mee0ng
(chair,
secretary,
coach)
Tools class
and
group
wikis
(Wikispaces)
slidecast
(Slideshare)
Feedback peer
feedback
on
content
and
style
teacher
feedback
on
slides
and
oral
presenta0on
grade
Course
evalua/on anonymous
online
course
evalua0on
Research
Course English
for
Doctoral
Research
students 13
(1
group)
level doctoral
studies
in
social
sciences
hours 4
x
6h
over
4
weeks
=
24
hours

teachers 2
teachers
Task academic
presenta0on
on
own
research
Ac/vi/es prepara0on
of
slides
prac0ce
and
final
presenta0on
audience
feedback
Tools class
wiki
(Google
Sites)
slidecast
(Slideshare)
video
podcast
(embedded
video)
Feedback peer
feedback
on
slides
and
style
teacher
feedback
on
oral
language
Assessment none
Course
evalua/on anonymous
online
course
evalua0on
17

Science
Course
English
for
Science
Teachers
students
13
(1
group)level
first
year
Masters
(secondary
science
teaching)
hours
10
x
2h
=
20
hours
over
10
weeks
=
20h
teachers
1
teacherTask
individual
presenta0on
on
science
topic
Ac/vi/es
prepara0on
of
slidesprac0ce
and
final
presenta0onaudience
feedback
Tools
class
wiki
(Google
Sites)slide
embedding
(Slideshare)video
podcast
(embedded
video)
Feedback
peer
feedback
on
slides
and
styleteacher
feedback
on
oral
language
presenta0on
grade
Course
evalua/on anonymous
online
ques0onnaire
on
ICT
for

language
learning/teaching
Research
Course English
for
Doctoral
Research
students 13
(1
group)
level doctoral
studies
in
social
sciences
hours 4
x
6h
over
4
weeks
=
24
hours

teachers 2
teachers
Task academic
presenta0on
on
own
research
Ac/vi/es prepara0on
of
slides
prac0ce
and
final
presenta0on
audience
feedback
Tools class
wiki
(Google
Sites)
slidecast
(Slideshare)
video
podcast
(embedded
video)
Feedback peer
feedback
on
slides
and
style
teacher
feedback
on
oral
language
Assessment none
Course

evalua/on
anonymous
online
course
evalua0on
Business
Course English
for
Interna0onal
Business
students 77
(4
groups)
level first
year
Masters
(business
administra0on)
hours 2
x
1h
per
week
over
10
weeks
=
20h
teachers 2
teachers
Task group
presenta0on
on
business
topic
Ac/vi/es topic
research
on
group
wiki
prepara0on
of
slides
roleplay
of
business
mee0ng
(chair,

secretary,
coach)
Tools class
and
group
wikis
(Wikispaces)
slidecast
(Slideshare)
Feedback peer
feedback
on
content
and
style
teacher
feedback
on
slides
and
oral
presenta0on
grade
Course

evalua/on
anonymous
online
course
evalua0on
18

Business
Course English
for
Interna0onal
Business
students 77
(4
groups)
level first
year
Masters
(business
administra0on)
hours 2
x
1h
per
week
over
10
weeks
=
20h
teachers 2
teachers
Task group
presenta0on
on
business
topic
Ac/vi/es topic
research
on
group
wiki
prepara0on
of
slides
roleplay
of
business
mee0ng
(chair,
secretary,
coach)
Tools class
and
group
wikis
(Wikispaces)
slidecast
(Slideshare)
Feedback peer
feedback
on
content
and
style
teacher
feedback
on
slides
and
oral
presenta0on
grade
Course
evalua/on anonymous
online
course
evalua0on
Research
Course
English
for
Doctoral
Research
students
13
(1
group)
level
doctoral
studies
in
social
sciences
hours
4
x
6h
over
4
weeks
=
24
hours

teachers
2
teachers
Task
academic
presenta0on
on
own
research
Ac/vi/es
prepara0on
of
slidesprac0ce
and
final
presenta0on
audience
feedback
Tools
class
wiki
(Google
Sites)slidecast
(Slideshare)video
podcast
(embedded
video)
Feedback
peer
feedback
on
slides
and
style
teacher
feedback
on
oral
language
Assessment
noneCourse
evalua/on anonymous
online
course
evalua0on
Science
Course English
for
Science
Teachers
students 13
(1
group)
level first
year
Masters
(secondary
science

teaching)
hours 10
x
2h
=
20
hours
over
10
weeks
=
20h
teachers 1
teacher
Task individual
presenta0on
on
science

topic
Ac/vi/es prepara0on
of
slides
prac0ce
and
final
presenta0on
audience
feedback
Tools class
wiki
(Google
Sites)
slide
embedding
(Slideshare)
video
podcast
(embedded
video)
Feedback peer
feedback
on
slides
and
style
teacher
feedback
on
oral
language
presenta0on
grade
Course

evalua/on
anonymous
online
ques0onnaire
on

ICT
for
language
learning/teaching
19

Business
Course
English
for
Interna0onal
Business
students 77
(4
groups)
level
first
year
Masters
(business

administra0on)
hours
2
x
1h
per
week
over
10
weeks
=
20h
teachers 2
teachers
Task
group
presenta0on
on
business
topic
Ac/vi/es topic
research
on
group
wiki
prepara0on
of
slides
roleplay
of
business
mee0ng
(chair,

secretary,
coach)
Tools
class
and
group
wikis
(Wikispaces)
slidecast
(Slideshare)
Feedback peer
feedback
on
content
and
style
teacher
feedback
on
slides
and
oral
presenta0on
grade
Course

evalua/on
anonymous
online
course
evalua0on
Science
Course
English
for
Science
Teachers
students 13
(1
group)level
first
year
Masters
(secondary
science

teaching)
hours
10
x
2h
=
20
hours
over
10
weeks
=
20h
teachers 1
teacherTask
individual
presenta0on
on
science
topic
Ac/vi/es prepara0on
of
slidesprac0ce
and
final
presenta0onaudience
feedbackTools
class
wiki
(Google
Sites)slide
embedding
(Slideshare)video
podcast
(embedded
video)
Feedback peer
feedback
on
slides
and
styleteacher
feedback
on
oral
language
presenta0on
grade
Course

evalua/on
anonymous
online
ques0onnaire
on
ICT

for
language
learning/teaching
Research
Course English
for
Doctoral
Research
students 13
(1
group)
level doctoral
studies
in
social
sciences
hours 4
x
6h
over
4
weeks
=
24
hours

teachers 2
teachers
Task academic
presenta0on
on
own

research
Ac/vi/es prepara0on
of
slides
prac0ce
and
final
presenta0on
audience
feedback
Tools class
wiki
(Google
Sites)
slidecast
(Slideshare)
video
podcast
(embedded
video)
Feedback peer
feedback
on
slides
and
style
teacher
feedback
on
oral
language
Assessment none
Course

evalua/on
anonymous
online
course
evalua0on
20

english for international business
Methodological
principlesMethodological
principles Ac/vi/es Teacher
&
Learners Tools
1 Use
tasks,
not
texts,
as
the
unit
of

analysis.
business
presenta0on
2 Promote
learning
by
doing. research,
analyse
and

present;
role-‐play

business
mee0ng
select
and
analyse
source

materials,
prepare
slides,
give

group
presenta0on,
role-‐play

business
mee0ng
group
wiki
(wikispaces)
3 Elaborate
input
(do
not
simplify;
do
not

rely
solely
on
"authen0c
texts")
select
resources
to
work

on
with
teacher
classroom
analysis
of
learner-‐
selected
audio
and
video

resources
4 Provide
rich
(not
impoverished)
input ﬁnd
own
audio,
video

resources
select
own
audio
and
video

resources

group
wiki
(wikispaces)
7 Provide
nega0ve
feedback immediate
oral
feedback

to
group;
individual

wriYen
feedback
wriYen
feedback
on
slides,

individual
wriYen
feedback
on

audio
recording
of
presenta0on;

review
wriYen
feedback
outside

class
with
access
to
original

materials
(slides,
audio

recording)
audio
recording
of

presenta0on

synchronised
with

slides
online
(slidecast);

group
wiki
(wikispaces)
9 Promote
coopera0ve/collabora0ve

learning
group
presenta0on,
peer

feedback
group
collabora0on
to
prepare

and
deliver
presenta0on
with

slides;
audience
role-‐play
(chair,

secretary,
coach)
group
wiki
(wikispaces)
10 Individualise
instruc0on
(according
to

communica0ve
needs,
and

psycholinguis0cally)
individual
feedback,

choice
of
topic
individual
wriYen
feedback group
wiki
(wikispaces)
21

english for science education
Methodological

principles
Methodological

principles
Ac/vi/es Teacher
&
Learners Tools
1 Use
tasks,
not

texts,
as
the
unit

of
analysis.
science

presenta0on
2 Promote

learning
by

doing.
prac0ce
and
ﬁnal

presenta0on
select
source

materials,
prepare

slides,
give

presenta0on,

provide
feedback
to

others
class
wiki

(Google
site)
4 Provide
rich
(not

impoverished)

input
select
resources
to

support

presenta0on
select
own
audio
and

video
resources

class
wiki

(Google
site)
6 focus
on
form provide
wriYen

feedback
on
each

presenta0on;
review

feedback
with
access

to
original
materials

(slides,
video)
video
recording

of
presenta0ons

embedded
on

group
wiki
7 Provide
nega0ve

feedback
immediate
oral

feedback
to
group;

wriYen
feedback
wriYen
feedback
on

slides,
individual

wriYen
feedback
on

audio
recording
of

presenta0on
8 Respect
"learner

syllabuses"/
developmental

processes
wriYen
feedback
on

presenta0on
feedback
based
on

learner
errors
in

meaningful
context;

reﬂec0on
on

feedback
before

revised
presenta0on
class
wiki
with

embedded
video
9 Promote

coopera0ve/
collabora0ve

learning
peer
feedback provide
feedback
on

communica0on,

slides
and
content
paper
evalua0on

grids;
class
wiki

(Google
site)
10 Individualise

instruc0on

individual
feedback,

choice
of
topic
class
wiki
(Google

site)
class
wiki

(Google
site)
22

SAES Dijon 17-19 mai 2013 Atelier 23 : Anglais de Spécialité (GERAS) 23

english for science education
Methodological
principlesMethodological
principles Ac/vi/es Teacher
&
Learners Tools
1 Use
tasks,
not
texts,
as
the

unit
of
analysis.
science
presenta0on props,
slide
projec0on
2 Promote
learning
by
doing. prac0ce
and
ﬁnal
presenta0on select
source
materials,
prepare

slides,
give
presenta0on,
provide

feedback
to
others
class
wiki
(Google
site)
4 Provide
rich
(not

impoverished)
input
select
resources
to
support

presenta0on
select
own
audio
and
video

resources

class
wiki
(Google
site)
6 focus
on
form provide
wriYen
feedback
on
each

presenta0on;
review
feedback

with
access
to
original
materials

(slides,
video)
video
recording
of

presenta0ons
embedded

on
group
wiki
7 Provide
nega0ve
feedback immediate
oral
feedback
to

group;
wriYen
feedback
wriYen
feedback
on
slides,

individual
wriYen
feedback
on

audio
recording
of
presenta0on
8 Respect
"learner

syllabuses"/developmental

processes
wriYen
feedback
on
presenta0on feedback
based
on
learner
errors

in
meaningful
context;
reﬂec0on

on
feedback
before
revised

presenta0on
class
wiki
with
embedded

video
9 Promote
coopera0ve/
collabora0ve
learning
peer
feedback provide
feedback
on

communica0on,
slides
and

content
paper
evalua0on
grids;

class
wiki
(Google
site)
10 Individualise
instruc0on
individual
feedback,
choice
of

topic
individual
wriYen
feedback class
wiki
(Google
site)
24

english for research in humanities
Methodological principlesMethodological principles Activities Teacher & Learners Tools
1 Use tasks, not texts, as the unit of
analysis.
conference presentation,
CV, research abstract
2 Promote learning by doing. making slides, recording
practice presentation,
giving final presentation
give presentation,
participate in conference
session, provide feedback
slides, class wiki
(Google site)
6 Focus on form oral and written feedback
on audio and video
recorded presentations;
review feedback for
revised presentation
7 Provide negative feedback feedback on speaking,
writing; review feedback
for revised presentation
class wiki (Google
site)
8 Respect "learner syllabuses"/
developmental processes
focused feedback class wiki (Google
site)
9 Promote cooperative/collaborative
learning
peer feedback on
presentations, group
activities
written feedback on
presentations, group
activities in class
slidecast, video
podcast, class wiki
(Google site)
10 Individualise instruction individual support for
preparation of
presentation; exploit own
resources, present own
research
class wiki (Google
site)
25

designing tasks and performing tasks
teacher feedback and focus on form
learner collaboration and group work
ﬁndings
26

the more authentic
business presentation task
gained less learner
adherence than less
authentic science teaching
task
designing tasks and
performing tasks
ﬁndings 1
27

pre-session needs
analysis and early/mid-
course feedback
encourage learners to
accept TBLT framework
as serious alternative to
traditional methods
teacher feedback
and focus on
form
28
ﬁndings 2

business students less
favourable to group
work than research
students, in spite of
local norms
learner
collaboration and
group work
29
ﬁndings 3

discourse domains: differences in
development and engagement
task-based language teaching:
differences in engagement with
tasks
methodological principles:
applicable across varied contexts
conclusions
30

?
31

?
discourse
domain
31

?
discourse
domain
task-based language
teaching
31

?
discourse
domain
task-based language
teaching
31
methodological
principles

Teaching
ESP
discourse
domain theory
task-based
language
teaching
methodological
principles
discipline
(content
expertise)
second
language
theory
English
language
teaching
32

TES
DD
TBLT
MP
content
SLA
ELT
theoretical &
pedagogical position
practical
implementation &
research perspectives
a framework for teaching
english for speciﬁc purposes
33

Shona Whyte
whyte@unice.fr
eﬂ.unice.fr
@whyshona
GERAS : GT Didactique et ASP 19/10/12 IUFM
Paris
•Doughty, Catherine & Long, Michael. 2003.
“Optimal psycholinguistic environments for
distance foreign language learning.” Language
Learning & Technology, 7, 50–80.
•Douglas, Dan. 2004. "Discourse Domains: The
cognitive context of speaking." In D. Boxer and
A. Cohen (Eds.), Studying Speaking to Inform
Second Language Learning (pp. 25-47).
Clevedon, UK: Multilingual Matters.
•Ellis, Rod. 2003. Task-Based Language Learning
and Teaching. Oxford : Oxford University
Press.
•Whyte, Shona. 1995. “Specialist knowledge and
interlanguage development: A discourse
domain approach to text construction.” Studies
in Second Language Acquisition, 17(2), 153-183.
34

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Applying labels in teaching English for Specific Purposes: specialisation and domains of expertise