English for Specific Purposes (ESP) SIG: Pre-Conference Event (PCE) Monday 7th April 2008, Exeter

ESP and EAP Advances in the 21st Century

The purpose of the 2008 Pre-Conference Event (PCE) of the ESP SIG is to provide a comprehensive survey of cutting-edge developments which would have not been possible in the last two or three decades of the past century. These groundbreaking EAP and ESP advances have become possible owing to a range of factors such as globalisation, the ICT revolution or higher levels of a suitable educational infrastructure in poorer nations. The first decade of the 21st century has been witnessing a phenomenal expansion of the ways in which learning and teaching are delivered, and this is equally applicable to ESP and EAP. The PCE will pay tribute and will give due recognition to all these aspects. A number of distinguished ESP and EAP practitioners from across all the continents will present papers on this topic. Here at the IATEFL ESP SIG we will do our best to ensure that the final selection of the approved papers is officially published for the benefit of all EAP and ESP practitioners worldwide.

The ESP PCE on Monday 7th April 2008 (Exeter) will feature keynote talks of leading international EAP and ESP practitioners who will be taking turns to present the output of their recent work to the Pre-Conference delegates. The programme for the day will include, inter alia: Mark Krzanowski (IATEFL ESP SIG Co-ordinator; London School of Hygiene & Tropical Medicine, University of London; Middlesex University): ESP Video Conferencing Teacher Training for Empowerment of Hard-toReach International Communities - Focus on Palestinian Territories Juliet Thondhlana (Lecturer in Applied Linguistics and EAP, Centre for English Language Education, University of Nottingham, United Kingdom): Investigating Academic Demands and Students Communicative Needs in a Globalised University of the 21st Century

Charles Hall (University of Memphis, USA): Non-native Voices in ESP: Listening Materials for Global English in the 21st Century Singhanat Kenny Nomnian (School of Education, University of Leicester, UK): Improving Pre-Sessional EAP Pedagogical Implications to Enhance Thai Learners Classroom Participation in a British University Adejoke V. Jibowo (Olabisi Onabanjo University, Ago Iwoye, Nigeria): Enhancing Greater Quality Higher Education through Study Skills Teaching - Nigerias Case: 21st Century Maureen Franks (ELT Consultant, Riyadh, KSA, the British Council and GOTEVOT): Radical Changes in the Kingdom of Saudi Arabia: Introduction of New Female Vocational Education Institutes Will Nash (EAP Tutor & ELT Teacher Trainer, University of Sheffield English Language Teaching Centre): E-learning in Teaching EAP in the New Millennium Azra Ahmed, Mirat al Fatima Ahsan & Faiza Saleem (Aga Khan University, Karachi, Pakistan): ICT: What Does It Do for EAP and ESP in the Developing World in the 21st Century? Phil Dexter (Peacekeeping English Project Manager, the British Council, Libya): The Peacekeeping English Project in Libya: English Language Skills a Key Element in Developing Professional Armed Forces for the 21st Century Modupe Alimi (University of Botswana, Gabarone, Botswana): Advances and Challenges of EAP and ESP in Botswana in the New Millennium Mark Krzanowski (IATEFL ESP SIG Co-ordinator; London School of Hygiene & Tropical Medicine, University of London; Middlesex University): Design and Implementation of Post-Experience Certificate in Teaching English for Academic and Specific Purposes in Developing Countries (Focus on Central Asia)

More information about the content of the talks and the programme for the day will be available in due course via IATEFL in its official publicity while electronic updates can be accessed from 5th December on www.espsig.iatefl.org

Mark Krzanowski

Sunday, 2 December 2007

More information about all the talks follows below.

TITLE OF PRESENTATION ESP Video Conferencing Teacher Training for Empowerment of Hard-to-Reach International Communities - Focus on Palestinian Territories ABSTRACT
The purpose of the presentation is to make ESP practitioners aware of the potential and practical applications of video-conferencing in international contexts where face-to-face teaching or exchange of knowledge may be difficult. The above mentioned project started in November 2004, and is an academic collaboration between British ESP specialists and ELT course providers at Palestinian universities, and especially at Al-Quds Open University. The project has been sponsored by the British Council in Ramallah. The video-conferencing module reached traditionally disadvantaged learners and, on a value-for-money budget, empowered Year-3 Palestinian English Philology students who upon graduation - will be better equipped to cope with the challenges of ELT in a variety of contexts. The project also included train-the-trainer refresher sessions for Palestinian ELT/ESP lecturers. The video-conferencing project also benefited both UK-based and Palestinian tutors not only with new transferable skills, but also meaningful Continuous Professional Development. The presentation presents the rationale and the highlights of the project.

SUMMARY
The aim of this summary is to provide further information on the above-mentioned project. The above product is a UK-prepared customised teacher training package, originally and primarily, for Year-3 English Philology students and prospective teachers of English at the universities in Palestinian territories, and specially at Al-Quds Open Universities (with branches in Gaza, Hebron, Ramallah, Jerusalem, and Nablus). The rationale was to provide a supplementary video-conferencing course with ELT input which the traditionally-disadvantaged Palestinian teachers of English in Palestine would not be able to get in their country due to the constraints of the political and economic situation. The project breaks new ground in ELT delivery both in UK and in Palestinian territories and demonstrates that blended learning and e-learning can be a plausible replacement of /an addition to face-to-face tuition. While offering a sound element of theory, this package is highly practical since: (a) Palestinian lecturers who mentored their Year-3 English Philology students will also put the transferable skills to good practice with future generations of trainee teachers, even if the product is nor repeated live (b) Newly-graduated English philology graduates will start their first jobs (e.g. teaching English in various sectors) and will be required to make an immediate practical application of what they learned on their VC ELT/ESP course (c) Palestinian ELT participants normally have access to theoretical books and internet resources in their own country, but are not given an opportunity to sample good ELT practice internationally: this practical update was brought in via video conferencing. Another important aspect of the ELT VC course was the fact that British ELT lecturers raised Palestinian participants awareness of alternative practices in British and international ELT and ESP. Most of the lectures had been professionally filmed, and can be accessed on www.britishcouncil.tv Most of the PowerPoint slides from the lectures can be accessed on www.slideshare.net Phase II proved an enormous success for the British ELT team (Mark Krzanowski, Marie Sayers, Will McCurry and Prithvi Narayan Shrestha), the British Council in Palestinian Territories, and Al-Quds Open University. At present arrangements are made to launch Phase III of the project for December 2007.

PRESENTER Mark Krzanowski IATEFL ESP SIG Co-ordinator; London School of Hygiene & Tropical Medicine, University of London; Middlesex University

TITLE OF PRESENTATION Investigating Academic Demands and Students Communicative Needs in a Globalised University ABSTRACT The purpose of this presentation is to share lessons, theoretical and methodological, learned during a university-wide needs analysis exercise being conducted at the University of Nottingham to investigate the extent to which academic demands and students communicative needs have shifted in response to the changing scene in Higher Education. The aim of the talk is to discuss the critical need for comprehensive needs analyses in this global environment, the methodological complexities involved and the theoretical and pedagogical implications of the exercise. SUMMARY Higher education worldwide is undergoing substantial changes in terms of organization and function in response to globalisation forces such as demographics, economic structuring and information technology which are introducing new conceptions of educational markets, organizational structures, teaching methodologies and teaching content (Morrison 2003). There is increasing diversity in the student population in terms of culture, socioeconomic status, educational and linguistic backgrounds. These developments are impacting on the way we understand academic communication. Traditional teaching methods such as lectures and seminars are taking on new shapes and meanings while new modes of teaching are being introduced. Also, assessment methods are undergoing major changes with traditional ones assuming new meanings and new ones being introduced. University programmes themselves are increasingly complex, tending to combine modules across disciplines and using new modes of distance and electronic teaching. These developments are posing new communicative challenges to students in general but more so to international students who have to not only adapt to learning in English but to cope with varying genres and varying contexts and to handle meanings and identities that each environment evokes. This has implications for EAP curriculum development and comprehensive needs assessments, more than ever, are critical to help the EAP practitioner ensure the relevance of courses offered. The above developments, however, mean that we have to think carefully about the way we do needs analysis in terms of the nature of the data we want to collect, how we collect it, analyse it, interpret it and use it. The talk will focus on sharing ideas on how the needs analysis at the University of Nottingham is being conducted in response to these methodological challenges. PRESENTER Juliet Thondhlana, Lecturer in Applied Linguistics and EAP, Centre for English Language Education, University of Nottingham, United Kingdom

TITLE OF PRESENTATION Non-native Voices in ESP: Listening Materials for Global English in the 21st Century ABSTRACT We usually think that as a profession, we in ESP have gone beyond the belief that English is British or American. However, many native and non-native instructors still insist that all recorded ESP materials be produced with native accents. Consequently, it is still rare to hear global accents in listening materials for ESP purposes. Given the globalization and internationalization that the 21st has brought in, these anomalies need to be addressed judiciously and expeditiously. In this session, I explore quickly the notion of accepted vs. acceptable pronunciation, review the current status of non-native voices in recorded ESP and general English materials, and make suggestions for ways to expand the role of global accents, and thereby give the non-native in ESP a voice in the new Century. SUMMARY Almost three years ago, as part of a large ESP development project I was coordinating, I suggested to the other NNS language professionals involved, who were from over 10 different European countries, that they should be the voices in the videos and recordings that we were producing. The only other NS and I were not completely surprised, however, when the others maintained that they only wanted NS voices as models in the materials. In the intervening time, we have convinced most of these colleagues that it not only acceptable but actually essential that their students be exposed to a variety of non-native (but intelligible) accents. We say it is essential since the use of NNS voices reflects the actual situation that our needs analyses repeatedly highlight: most of the interaction European students will have in English will be with other non-native speakers and not with native speakers of any of the traditionally accepted varieties. This experience caused me to begin exploring the status of NNS voices in ESP and general English materials. I was pleased to see that there are beginning to be important projects at the intermediate and advanced levels that intentionally include NNS as a matter of course. At the same time, I was dismayed to see that few materials for beginners (and of course, that is in itself a controversial term in ESP work) include any authentic NNS voices. Instead, we still find an actor with a Northern English accent pretending to be Mr. Novak from Prague who will be visiting friends in the States. In this presentation then, I will explore the political, social, and logistic problems of having authentic NNS voices in ESP materials at all levels. I will give examples of appropriate practices, inappropriate practices, and inappropriate but unavoidable practices even in my own ESP materials. As part of the presentation, I will involve the audience in several inactive scenarios which should help the participants understand their own prejudices towards a more suitable role for NNS in ESP listening materials. PRESENTER Charles Hall charleshall@rocketmail.com Current secondment: Senior English Language Fellow for Language4Law at the CEELI Institute, Prague, the Czech Republic Place of work: University of Memphis (Applied Linguistics and EFL/ESL) TN US

TITLE OF PRESENTATION Improving pre-sessional EAP pedagogical implications to enhance Thai learners classroom participation in a British university. ABSTRACT The papers aims to offer pedagogical implications regarding speaking and listening skills for a pre-sessional EAP course in a British university that can enhance Thai learners classroom participation. I will discuss the issue regarding Thai students negative attitudes towards standard English, which resulted in their non-participation. It is important to raise Thai learners positive attitudes towards other non-standard varieties of English and promote social interactions for their personal linguistic awareness, which will allow them to become more participative and engaged with others in both academic and social contexts. SUMMARY This paper focuses on the growth of multilingual classrooms due to the increasing number of international students in UK higher education during the past decade. This phenomenon is extremely significant for researchers and scholars in EAP to investigate because it challenges current EAP pedagogy by emphasising more on multilingualism in classroom contexts and practices. Based on the findings of my doctorate study that suggests four factors affecting Thai students participation in MSc Marketing classrooms in a British university, which are the roles of lecturers, asymmetric power relations of classmates, Thai students identities and agency, and the large class size that influenced the decision to participate in the postgraduate classrooms. The paper aims to discuss the issue of Thai students perceptions towards standard English because it was a salient problem that resulted in their non-participation in classroom and group discussions in postgraduate classrooms in a British university. I argue that their perceptions of standard English led them to develop negative attitudes towards other non-standard varieties of spoken English. I therefore propose two EAP pedagogical implications that acknowledge the significance of classroom teaching and social interactions that would enhance Thai students to be more aware of other English varieties and develop positive attitudes towards the respective users. EAP tutors must be aware of the increasing multilingualism in UK higher education and acknowledge students of potential linguistic issues, such as pronunciation of other English varieties and accents, which they may come across while studying in postgraduate classrooms. Thai students should be informed that other English varieties are equally valued, and this could enhance selfconfidence, self-esteem, and ownership of their spoken English, which will enable them to be more engaged in classroom participation. The second pedagogical implication recognises the direct experience in social interactions that derive from Thai students individual agency that allows them to recognise the appropriacy of interaction in terms of situated contexts, interlocutors, and time. Attitudes towards language use are, however, shifting depending on ones ability to achieve ones goal of language learning, which leads them to set a more realistic goal in terms of recognising the importance of acquiring spoken English was the ability to communicate and make themselves understood. These pedagogical implications are ways forward to enhance them to become more participative and engaged with others in both academic and social contexts for the 21st century. PRESENTER

Singhanat Kenny Nomnian EdD (TESOL and Applied Linguistics) student, School of Education, University of Leicester, UK

TITLE OF PRESENTATION Enhancing Greater Quality Higher Education through StudySkills teaching: Nigerias case ABSTRACT Nigeria employs education as a tool of achieving natural goals and objectives. Higher education particularly is of importance in the process. It is meant to produce graduates of high quality intellectually, professionally, and socially, and are fit to occupy high level manpower positions in the society. This study looked into how study skills an aspect of EAP/UDE teaching could enhance greater quality in the system. SUMMARY Education generally is central to the overall development of a nation. Nigeria as nation uses education as a means of achieving her national goals and objectives, and higher education is particularly important in this regard. The system is expected to produce graduates who are intellectually, technologically, professionally, morally and socially qualified and competent to occupy high level manpower positions in the society. It was against this backdrop that this study set out to find out the possible contribution of Study Skills teaching in enhancing greater quality of higher education in the country. One hundred university undergraduates randomly selected from two universities were subjects for the study. They were grouped into two experimental & control. Two instruments: SSIP and SSAT were administered on them accordingly. Data collected were analysed through X, SD, t-test and ANCOVA statistics. Findings show (1) SSIP (treatment) had a significant influence on the experimental subjects performance of their academic tasks (f = 38.304, P < 0.05); (2) Subjects level of study also had a significant effect on their performance only in Note take (F = 13.327, P < 0.05) i.e. deliberate teaching of Study Skills (an aspect of EAP/ESP) to undergraduates in Nigeria is a necessity, not a mere extra.

PRESENTER Adejoke V. Jibowo, Senior Lecturer, Dept of CSIT, Olabisi Onabanjo University, AgoIwoye, Nigeria

TITLE OF PRESENTATION Radical changes in the Kingdom of Saudi Arabia: Introduction of new, female vocational education institutes across the whole kingdom ABSTRACT The purpose of the talk will be to show that at the start of the 21st century GOTEVOT ( General Organisation for Technical Education and Vocational Training) led by the King, made a commitment to building 39 new government run technical institutes catering for women. I will aim to show that not only was the idea of creating the institutes revolutionary but that also the decision to address the issue of curriculum content and delivery in ELT / ESP classes, using a more student centred approach, was a radical departure from the norm. The talk will also look at the deliberate decision, taken by the womens director for the new womens institutes, to employ only young, female teachers and the impact this decision has had on the development of the new institutes.

SUMMARY Because GOTEVOT already had many established mens vocational institutes across the whole of KSA, it has been interesting to see what has happened with the opening of the first womens colleges in September 2006. As a consultant, brought in to help the English teachers in the new womens colleges, but also working with the mens English Curriculum team between March 2006 and the opening of the womens institutes in September 2006, it has been fascinating for me to be able to compare approaches and attitudes to the more communicative approach adopted by the women teachers. I have now delivered 3 separate training sessions to the women teachers from the first four colleges opened in 2006 and the issues and specific requests for curriculum support, especially in the ESP domain has been challenging. I will share this story during the plenary.

PRESENTER Maureen Franks, ELT Consultant, Riyadh, KSA, working with the British Council and GOTEVOT on a GOF project.

TITLE OF PRESENTATION E-learning and EAP in the New Millennium ABSTRACT There have been huge advancements in educational technology in the 21st century and these look set to continue. How can the teaching of EAP benefit from this erevolution? This talk will present the experiences of using e-learning resources for international students studying at the University of Sheffield in the UK. It will also introduce some of the wide range of technology available and their uses. During the talk the presenter will make, and invite the audience to make, practical suggestions on how best to implement an e-learning strategy for EAP, given the restraints of time, cost and skill.

SUMMARY Technology has been part of language teaching for decades. From printing to recording and language laboratories to video, English teachers have exploited a range of resources. However, since the new Millennium the biggest difference is the rapid rate of development of these technologies and their application in specific areas of teaching. Three e-learning resources for EAP are being used by teachers and students at the University of Sheffield ELT Centre, on the Academic English Preparation Course. The resources are a Virtual Learning Environment, Vodcasts and an Interactive Whiteboard. Students taking the AEPC can enrol on a supplementary online language support course, though My Online Learning Environment VLE, on the University of Sheffield intranet. This allows them to access courses on academic skills, a grammar and vocabulary discussion surgery and a live chat area. Students also take a compulsory module in Computer Assisted Language Learning in dedicated rooms. As part of this module, some use vodcasting to improve speaking and listening skills on learner training topics, such as tips on learning new words. More recently, the ELTC has invested in an interactive whiteboard. This is being used to develop reading and writing skills by getting students to manipulate and highlight text, to complete interactive vocabulary activities and to annotate student presentation videos. These resources have been successfully integrated into EAP teaching and contribute to learning. However, whatever the resource, we need to consider the impact on teachers and learners and how they can be implemented practically and economically. PRESENTER Will Nash, EAP Tutor & ELT Teacher Trainer, University of Sheffield English Language Teaching Centre

TITLE OF PRESENTATION ICT: What does it do for EAP and ESP in the developing world? ABSTRACT This talk explores the potential of WebQuests and Weblogs as learning spaces for students in the EAP and ESP settings. It shares how ICT has been used for educational purposes at a private university in Karachi, Pakistan, and records the experience of using ICT as a suitable educational tool where infrastructure may be inadequate. The talk concludes that ICT for EAP ad ESP has the potential of being a dynamic tool for educators in most circumstances. SUMMARY The range of applications for ICT in the teaching and learning of EAP and ESP is varied. Technology is being used for language teaching and learning for content delivery in addition to developing selfdirected learning. However, there are a number of questions that need to be answered. Does using ICT in the classroom mean simply converting paper based material into electronic version? Does using ICT mean moving the learners from a classroom to a lab instead? Is it just a marketing gimmick? Or does it do more? This paper aims to demonstrate that ICT for the teaching and learning of EAP and ESP has the potential of enhancing the language and thinking skills of the learners. At a private university in Karachi, Pakistan, WebQuests have been designed to deliver content and encourage the learners critical thinking skills. In addition weblogs have been developed to promote student to student communication, student-teacher communication, knowledge sharing and management, and community building. The talk concludes that ICT for EAP ad ESP has the potential of being a dynamic tool for educators as it gives teachers and learners the opportunity to discover content, promote dialogue and express opinions synchronously and asynchronously. PRESENTERS Azra Ahmed (Senior Instructor, Aga Khan University Centre of English Language), Mirat al Fatima (Senior Instructor, Aga Khan University Centre of English Language) Faiza Saleem (Senior Instructor, Aga Khan University Centre of English Language); Aga Khan University, Karachi, Pakistan

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TITLE OF PRESENTATION The Peacekeeping English Project in Libya: English Language Skills - a Key Element in Developing Professional Armed Forces for the 21 Century. ABSTRACT The Libyan Armed forces is undergoing a transformation and, like all other sectors in Libyan society, there is a developing process of integration into international community institutions at a pace that is acceptable to Libya. English language skills are now recognised as indispensable to the development of modern armed forces in Libya. There is a need for training in the UK and other English language countries, joint international military training/exercises and future peace support operations through both the United Nations and the African Union. All of these activities will be conducted through the medium of English. The British Council Global Peacekeeping English Project is uniquely positioned to cooperate with the Libyan Armed Forces and the Libyan Government in supporting this project having run similar projects successfully in over 20 countries since 1995. In this presentation I will outline why the project is necessary, how the UK and Libyan sides are cooperating together, our language training activities and products and what our plans are for what will probably be a three year project up to 2010. SUMMARY Libya is a country in transition with almost all elements of society looking at new ways to integrate with the world community. There is a long tradition of Libyans studying in the UK and the Libyan Government have just announced that 4500 scholarships will be made available for study abroad in 2008 the vast majority will wish to go to the UK. However, while English language learning is now being (re) introduced at primary level there is generation that has missed the opportunity to learn English formally with a resulting skills gap when wishing to study abroad. There is now a great desire amongst young professionals in Libya developing skills that will position them favourably for workplace opportunities in our competitive globalised world. In particular this means being equipped for effective study at universities and professional training courses in the UK and worldwide. The Libyan Armed forces is undergoing a similar transformation process. English language skills are now recognised as indispensable to the development of a modern armed forces in Libya. There is a need for training in the UK and other English language countries, joint international military training/exercises and future peace support operations through both the United Nations and the African Union. All of these activities will be conducted through the medium of English. The British Council Global Peacekeeping English Project is uniquely positioned to cooperate with the Libyan Armed Forces and the Libyan Government in supporting this project having run similar projects successfully in over 20 countries since 1995. In this presentation I will outline why the project is necessary, how the UK and Libyan sides are cooperating together, our language training activities and products and what our plans are for what will probably be a three year project up to 2010. PRESENTER Phil Dexter (the British Council Peacekeeping Project Manager, Libya)

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TITLE OF PRESENTATION Advances and Challenges of EAP in Botswana in the New Millennium ABSTRACT This talk discusses some of the developments and challenges that EAP in the University of Botswana (UB) has witnessed since 2000. Such developments as programme diversification and sustainability, improved facilities such as e-learning and technology enhanced classrooms for content delivery are discussed. The talk shows that programme management, differing proficiency levels of students at enrolment and students negative attitudes are issues that EAP teachers contend with daily. The paper finally draws attention to the need for the creation of EAP departments in African universities to cater for the academic development of EAP practitioners on the continent. (99 words) SUMMARY The teaching of EAP courses in the University of Botswana is the responsibility of the Communications and Study Skills Unit which was established in 2000. Prior to this time, EAP courses were predominantly resident in the Department of English. The inception of the Communication and Study Skills Unit, however, provided the opportunity for a review of the entire EAP programme. The deployment of staff from the traditional English Department enabled them to focus more on their primary academic interests of teaching and researching EAP issues. This talk which discusses some of the significant developments in EAP at UB and the challenges that the programme currently faces underscores the need for African Universities to mount higher degree programmes specifically in EAP in order to develop its own pool of professionals in the discipline. The developments in the field of EAP discussed include programme diversification and sustainability, development of more relevant expertise, improved learning environment through e-learning and technology enhanced classrooms and greater awareness of the relevance of EAP with the emergence of new tertiary institutions in the country. It is also argued that the professional development of lecturers in the EAP programme is a major issue, not because such staff members do not have equal training opportunities, but because of the current arrangement which locates the unit in a non teaching academic centre. Other challenges that derive from the above such as networking, programme management and negative students attitude are discussed. PRESENTER Modupe Alimi, Senior Lecturer in English, University of Botswana, Botswana

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TITLE OF PRESENTATION Design and Implementation of Post-Experience Certificate in Teaching English for Academic and Specific Purposes in Developing Countries (Focus on Central Asia) ABSTRACT
The purpose of this presentation is to present practical outputs of a design and implementation of a post-experience Certificate in Teaching English for Academic And Specific Purposes offered in the context of developing countries (and more specifically, at the University of Central Asia (UCA) in three mountainous republics of Kyrgyzstan, Tajikistan and Kazakhstan). In the UK the certificate and the diploma TEFL / TESOL framework, with UCLES, Trinity College taking the lead, is well established, and internationally recognized. However, a university post-diploma qualification is not widely available: perhaps because of the multiplicity of issues that would need to be incorporated when delivering such a qualification on a wider scale. The speaker will present to the audience the actual rationale of the course, how it was deigned, delivered, implemented and evaluated. The talk may be of interest especially to ESP and ESP practitioners from, or working in, developing countries where ESP needs are diverse and ever-growing.

SUMMARY This summary is meant to provide more information about the above-project so that prospective participants are aware of what would be included in the talk. In April 2007 UCA made a decision that it needed to equip its experienced ELT lecturers with a new set of skills which would enable them to teach EAP and ESP as well in order to prepare prospective undergraduate and postgraduate students to function well in an academic environment where tuition, partially or fully, is delivered via the medium of English. In response to this, a tailor-made, uniquely-conceived course was designed to meet these specific needs and wants. The aims of the course were defined as follows:
To raise lecturers knowledge of specific similarities and differences that underline the teaching of EAP & ESP as compared and contrasted with General English To train teachers to be able to handle the challenges of the EAP / ESP classroom in higher education and professional contexts To provide trainees with exposure to a range of commercially available as well as professionally produced EAP and ESP materials that can be adopted or adapted for Central Asian or other teaching contexts To equip tutors with a range of specific EAP and ESP teaching competencies such as EAP/ESP materials design, curriculum and syllabus design, assessment and testing To identify the features of the academic register and typical genres and a range of professional registers (and typical genres) and how these need to be taught to learners To review current theoretical and practical developments in EAP and ESP in the world, with a particular reference to developing countries To examine the state-of-the-art EAP and ESP resources and how these can be judiciously used for effective learning and teaching To provide participants with a meaningful Continuous Professional Development post-degree qualification that offers them academic and pedagogical advancement.

The presenter will also focus on pedagogical objectives & learning outcomes, the syllabus, schemes of work, delivery, course materials, assessment (formative and summative), grading, course evaluation, and external quality assurance (the quality assurance being conducted by Trinity College London). The PCE participants will be able to examine samples of the output of the trainees in the seven subcomponents of the course. The talk is likely to be of interest particularly to ESP providers in developing countries where ESP teacher training frameworks do not exist yet.

PRESENTER Mark Krzanowski IATEFL ESP SIG Co-ordinator; London School of Hygiene & Tropical Medicine, University of London; Middlesex University

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