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Growth of LS

lrom Lhe early 1960s Lngllsh for Speclflc urposes (LS) has grown Lo become one of
Lhe mosL promlnenL areas of LlL Leachlng Loday lLs developmenL ls reflecLed ln Lhe lncreaslng
number of unlverslLles offerlng an MA ln LS (eg 1he unlverslLy of 8lrmlngham and AsLon
unlverslLy ln Lhe uk) and ln Lhe number of LS courses offered Lo overseas sLudenLs ln Lngllsh
speaklng counLrles 1here ls now a wellesLabllshed lnLernaLlonal [ournal dedlcaLed Lo LS
dlscusslon Lngllsh for Speclflc urposes An lnLernaLlonal [ournal and Lhe LS SlC groups of
Lhe lA1LlL and 1LSCL are always acLlve aL Lhelr naLlonal conferences
ln !apan Loo Lhe LS movemenL has shown a slow buL deflnlLe growLh over Lhe pasL few years
ln parLlcular lncreased lnLeresL has been spurred as a resulL of Lhe Mombushos declslon ln
1994 Lo largely hand over conLrol of unlverslLy currlculums Lo Lhe unlverslLles Lhemselves 1hls
has led Lo a rapld growLh ln Lngllsh courses almed aL speclflc dlsclpllnes eg Lngllsh for
ChemlsLs ln place of Lhe more LradlLlonal Ceneral Lngllsh courses 1he LS communlLy ln
!apan has also become more deflned wlLh Lhe !ACL1 LS SlC seL up ln 1996 (currenLly wlLh 28
members) and Lhe !AL1 nSlC Lo be formed shorLly llnally on november 8Lh Lhls year Lhe LS
communlLy came LogeLher as a whole aL Lhe flrsL !apan Conference on Lngllsh for Speclflc
urposes held on Lhe campus of Alzu unlverslLy lukushlma refecLure As descrlbed above
LS has had a relaLlvely long Llme Lo maLure and so we would expecL Lhe LS communlLy Lo
have a clear ldea abouL whaL LS means SLrangely however Lhls does noL seem Lo be Lhe case
ln CcLober Lhls year for example a very heaLed debaLe Look place on Lhe 1LSL emall
dlscusslon llsL abouL wheLher or noL Lngllsh for Academlc urposes (LA) could be consldered
parL of LS ln general AL Lhe !apan Conference on LS also clear dlfferences ln how people
lnLerpreLed Lhe meanlng of LS could be seen Some people descrlbed LS as slmply belng Lhe
Leachlng of Lngllsh for any purpose LhaL could be speclfled CLhers however were more
preclse descrlblng lL as Lhe Leachlng of Lngllsh used ln academlc sLudles or Lhe Leachlng of
Lngllsh for vocaLlonal or professlonal purposes
AL Lhe conference guesLs were honored Lo have as Lhe maln speaker 1ony uudleyLvans co
edlLor of Lhe LS !ournal menLloned above very aware of Lhe currenL confuslon amongsL Lhe
LS communlLy ln !apan uudleyLvans seL ouL ln hls one hour speech Lo clarlfy Lhe meanlng of
LS glvlng an exLended deflnlLlon of LS ln Lerms of absoluLe and varlable characLerlsLlcs
(uefloltloo of 5l (uoJleyvoos 1997)
Absolote cbotoctetlstlcs
1 LS ls deflned Lo meeL speclflc needs of Lhe learners
2 LS makes use of underlylng meLhodology and acLlvlLles of Lhe dlsclpllne lL serves
3 LS ls cenLered on Lhe language approprlaLe Lo Lhese acLlvlLles ln Lerms of grammar lexls
reglsLer sLudy skllls dlscourse and genre
votloble cbotoctetlstlcs
1 LS may be relaLed Lo or deslgned for speclflc dlsclpllnes
2 LS may use ln speclflc Leachlng slLuaLlons a dlfferenL meLhodology from LhaL of Ceneral
Lngllsh
3 LS ls llkely Lo be deslgned for adulL learners elLher aL a LerLlary level lnsLlLuLlon or ln a
professlonal work slLuaLlon lL could however be for learners aL secondary school level
4 LS ls generally deslgned for lnLermedlaLe or advanced sLudenLs
3 MosL LS courses assume some baslc knowledge of Lhe language sysLems

1he deflnlLlon uudleyLvans offers ls clearly lnfluenced by LhaL of SLrevens (1988)
alLhough he has lmproved lL subsLanLlally by removlng Lhe absoluLe characLerlsLlc LhaL LS ls ln
conLrasL wlLh Ceneral Lngllsh (!ohns eL al 1991 298) and has lncluded more varlable
characLerlsLlcs 1he dlvlslon of LS lnLo absoluLe and varlable characLerlsLlcs ln parLlcular ls
very helpful ln resolvlng argumenLs abouL whaL ls and ls noL LS lrom Lhe deflnlLlon we can
see LhaL LS can buL ls noL necessarlly concerned wlLh a speclflc dlsclpllne nor does lL have Lo
be almed aL a cerLaln age group or ablllLy range LS should be seen slmple as an approach Lo
Leachlng or whaL uudleyLvans descrlbes as an aLLlLude of mlnd 1hls ls a slmllar concluslon Lo
LhaL made by PuLchlnson eL al (198719) who sLaLe LS ls an approach Lo language Leachlng
ln whlch all declslons as Lo conLenL and meLhod are based on Lhe learners reason for learnlng


LS (Lngllsh for Speclflc urposes) has been referred Lo as applled LL1 as Lhe conLenL and
alms of any course are deLermlned by Lhe needs of a speclflc group of learners LS ls ofLen
dlvlded lnLo LA (Lngllsh for Academlc urposes) and LC (Lngllsh for CccupaLlonal urposes)
lurLher subdlvlslons of LC are someLlmes made lnLo buslness Lngllsh professlonal Lngllsh
(eg Lngllsh for docLors lawyers) and vocaLlonal Lngllsh (eg Lngllsh for Lourlsm nurslng
avlaLlon brlcklaylng) ?ou wlll flnd speclal secLlons for 8uslness Lngllsh and Lngllsh for
Academlc urposes elsewhere on Lhls webslLe
Accordlng Lo uudleyLvans (2001) Lhe absoluLe characLerlsLlcs of LS are
O LS ls deslgned Lo meeL Lhe speclflc needs of Lhe learners
O LS makes use of Lhe underlylng meLhodology and acLlvlLles of Lhe speclallsm lL serves
O lL ls cenLred noL only on Lhe language (grammar lexls reglsLer) buL also Lhe skllls
dlscourses and genres approprlaLe Lo Lhose acLlvlLles
LS pracLlLloners are also becomlng lncreaslngly lnvolved ln lnLerculLural communlcaLlon and
Lhe developmenL of lnLerculLural compeLence
lor uudleyLvans (2001) Lhe deflnlng characLerlsLlc of LS ls LhaL Leachlng and maLerlals are
based on Lhe resulLs of a needs analysls 1he key quesLlons are
O JhaL do sLudenLs need Lo do wlLh Lngllsh?
O Jhlch of Lhe skllls do Lhey need Lo masLer and how well?
O Jhlch genres do Lhey need Lo masLer elLher for comprehenslon or producLlon
purposes?
1radlLlonally LS courses were Lyplcally deslgned for lnLermedlaLe or advanced adulL learners
nowadays many sLudenLs can sLarL Lo learn academlc or vocaLlonal Lngllsh aL an earller age and
aL a lower level of proflclency
LS has become lncreaslngly lmporLanL as
O 1here has been an lncrease ln vocaLlonal Lralnlng and learnlng LhroughouL Lhe world
O JlLh Lhe spread of globallsaLlon has come Lhe lncreaslng use of Lngllsh as Lhe language
of lnLernaLlonal communlcaLlon More and more people are uslng Lngllsh ln a growlng
number of occupaLlonal conLexLs
O SLudenLs are sLarLlng Lo learn and Lherefore masLer general Lngllsh aL a younger age
and so move on Lo LS aL an earller age
An lncreaslng number of learners are LaughL ln Lngllsh medlum schools uslng approaches such
as CLlL (ConLenL and Language lnLegraLed Learnlng)
ln some Lngllsh speaklng counLrles governmenLs are launchlng lnlLlaLlves Lo help economlc
mlgranLs obLaln Lhe pracLlcal Lngllsh skllls necessary Lo funcLlon ln Lhe workplace lor example
Lhe new LSCL for Jork CuallflcaLlons ln Lhe uk are deslgned Lo help employers and employees
access courses whlch offer Lhem Lhe funcLlonal language skllls demanded across a varleLy of
employmenL secLors ConLenL lncludes Loplcs such as cusLomer care and healLh and safeLy
Some Leachers are afrald of maklng Lhe LranslLlon from Leachlng general Lngllsh Lo Leachlng
LS 1here ls also Lhe danger LhaL Lhe novlce LS Leacher wlll only use maLerlals LhaL Lhey feel
comforLable wlLh and wlll noL sLreLch Lhelr learners
8ell (2002) argues LhaL Lhe depLh of knowledge of a sub[ecL maLLer LhaL a Leacher requlres
depends on a number of varlables whlch lnclude
O Pow much do Lhe learners know abouL Lhelr speclallsm?
O Are Lhe sLudenLs preexperlence or posLexperlence learners?
O Pow speclflc and deLalled are Lhe language skllls and genres LhaL Lhe learners need Lo
learn?
AlLhough you perhaps donL need Lo be an experL ln a speclallsL area you do need Lo have some
awareness and feel for a parLlcular vocaLlonal area 8ell (2002) advocaLes Lhe Lhree Cs for
helplng Leachers Lo lmprove Lhelr knowledge and skllls ln a parLlcular area of LS
O CurloslLy
1he Leacher should be lnLeresLed ln Lhe sub[ecL area and wanL Lo learn more
O CollaboraLlon
1eachers should seek ouL sub[ecL speclallsLs show Lhem Lhelr work and ask for Lhelr
feedback
O Confldence
Confldence wlll grow as Leachers explore Lhe new sub[ecL maLLer engage wlLh sub[ecL
speclallsLs and learn from Lhelr learners
Pardlng (2007) sLresses LhaL Lhe general skllls LhaL a general Lngllsh Leacher uses eg belng
communlcaLlve uslng auLhenLlc maLerlals and analyslng Lngllsh ln a pracLlcal way are also
appllcable Lo LS Pe also suggesLs LhaL Leachers should
O 1hlnk abouL whaL ls needed and donL [usL follow an offLheshelf course or course book
O undersLand Lhe naLure of Lhelr sLudenLs sub[ecL area
O Jork ouL Lhelr language needs ln relaLlon Lo Lhelr speclallsm
O use conLexLs LexLs slLuaLlons from Lhelr sub[ecL area
O use auLhenLlc maLerlals
O Make Lhe Lasks as auLhenLlc as posslble
O MoLlvaLe Lhe sLudenLs wlLh varleLy relevance and fun
O 1ake Lhe classroom lnLo Lhe real world and brlng Lhe real world lnLo Lhe classroom
Llke lL or noL Lhe days of Lhe LlL generallsL Leacher may be numbered so lL mlghL [usL be Llme
Lo explore Lhe posslblllLy of worklng ln LS

Acronyms ln LS
CLlL (ConLenL and Language lnLegraLed Learnlng)
LA (Lngllsh for Academlc urposes)
L8 (Lngllsh for 8uslness urposes)
LSA (Lngllsh for Speclflc Academlc urposes)
LCA (Lngllsh for Ceneral Academlc urposes)
LM (Lngllsh for Medlcal urposes)
LC (Lngllsh for CccupaLlonal urposes)
L (Lngllsh for rofesslonal urposes)
LS1 (Lngllsh for Sclence and 1echnology)
Lv (Lngllsh for vocaLlonal urposes)
LJ (Lngllsh for/ln Lhe Jorkplace)
LS d|fferent to Genera| Lng||h?
lf we agree wlLh Lhls deflnlLlon we begln Lo see how broad LS really ls ln facL one may ask
JhaL ls Lhe dlfference beLween Lhe LS and Ceneral Lngllsh approach? PuLchlnson eL al
(198733) answer Lhls qulLe slmply ln Lheory noLhlng ln pracLlce a greaL deal Jhen Lhelr
book was wrlLLen of course Lhe lasL sLaLemenL was qulLe Lrue AL Lhe Llme Leachers of Ceneral
Lngllsh courses whlle acknowledglng LhaL sLudenLs had a speclflc purpose for sLudylng Lngllsh
would rarely conducL a needs analysls Lo flnd ouL whaL was necessary Lo acLually achleve lL
1eachers nowadays however are much more aware of Lhe lmporLance of needs analysls and
cerLalnly maLerlals wrlLers Lhlnk very carefully abouL Lhe goals of learners aL all sLages of
maLerlals producLlon erhaps Lhls demonsLraLes Lhe lnfluence LhaL Lhe LS approach has had
on Lngllsh Leachlng ln general Clearly Lhe llne beLween where Ceneral Lngllsh courses sLop and
LS courses sLarL has become very vague lndeed
8aLher lronlcally whlle many Ceneral Lngllsh Leachers can be descrlbed as uslng an LS
approach baslng Lhelr syllabl on a learner needs analysls and Lhelr own speclallsL knowledge of
uslng Lngllsh for real communlcaLlon lL ls Lhe ma[orlLy of socalled LS Leachers LhaL are uslng
an approach furLhesL from LhaL descrlbed above lnsLead of conducLlng lnLervlews wlLh
speclallsLs ln Lhe fleld analyzlng Lhe language LhaL ls requlred ln Lhe professlon or even
conducLlng sLudenLs needs analysls many LS Leachers have become slaves of Lhe publlshed
LexLbooks avallable unable Lo evaluaLe Lhelr sulLablllLy based on personal experlence and
unwllllng Lo do Lhe necessary analysls of dlfflculL speclallsL LexLs Lo verlfy Lhelr conLenLs
@he Iuture of LS
lf Lhe LS communlLy hopes Lo grow and flourlsh ln Lhe fuLure lL ls vlLal LhaL Lhe communlLy as
a whole undersLands whaL LS acLually represenLs Cnly Lhen can new members [oln wlLh
confldence and exlsLlng members carry on Lhe pracLlces whlch have broughL LS Lo Lhe
poslLlon lL has ln LlL Leachlng Loday ln !apan ln parLlcular LS ls sLlll ln lLs lnfancy and so now ls
Lhe ldeal Llme Lo form such a consensus erhaps Lhls can sLem from Lhe uudleyLvans
deflnlLlon glven ln Lhls arLlcle buL l suspecL a more rlgorous verslon wlll be comlng soon ln hls
book on LS Lo be publlshed ln 1998 Cf course lnLeresLed parLles are also sLrongly urged Lo
aLLend Lhe nexL !apan Conference on LS whlch ls cerLaln Lo focus agaln on Lhls Loplc
@e of LS
uavld CarLer (1983) ldenLlfles Lhree Lypes of LS
O Lngllsh as a resLrlcLed language
O Lngllsh for Academlc and CccupaLlonal urposes
O Lngllsh wlLh speclflc Loplcs
1he language used by alr Lrafflc conLrollers or by walLers are examples of Lngllsh as a resLrlcLed
language Mackay and MounLford (1978) clearly lllusLraLe Lhe dlfference beLween resLrlcLed
language and language wlLh Lhls sLaLemenL
Lhe language of lnLernaLlonal alrLrafflc conLrol could be regarded as speclal ln Lhe sense
LhaL Lhe reperLolre requlred by Lhe conLroller ls sLrlcLly llmlLed and can be accuraLely
deLermlned slLuaLlonally as mlghL be Lhe llngulsLlc needs of a dlnlngroom walLer or alr
hosLess Powever such resLrlcLed reperLolres are noL languages [usL as a LourlsL phrase book ls
noL grammar knowlng a resLrlcLed language would noL allow Lhe speaker Lo communlcaLe
effecLlvely ln novel slLuaLlon or ln conLexLs ouLslde Lhe vocaLlonal envlronmenL (pp 43)
1he second Lype of LS ldenLlfled by CarLer (1983) ls Lngllsh for Academlc and CccupaLlonal
urposes ln Lhe 1ree of LL1 (PuLchlnson JaLers 1987) LS ls broken down lnLo Lhree
branches a) Lngllsh for Sclence and 1echnology (LS1) b) Lngllsh for 8uslness and Lconomlcs
(L8L) and c) Lngllsh for Soclal SLudles (LSS) Lach of Lhese sub[ecL areas ls furLher dlvlded lnLo
Lwo branches Lngllsh for Academlc urposes (LA) and Lngllsh for CccupaLlonal urposes
(LC) An example of LC for Lhe LS1 branch ls Lngllsh for 1echnlclans whereas an example of
LA for Lhe LS1 branch ls Lngllsh for Medlcal SLudles
PuLchlnson and JaLers (1987) do noLe LhaL Lhere ls noL a clearcuL dlsLlncLlon beLween LA and
LC people can work and sLudy slmulLaneously lL ls also llkely LhaL ln many cases Lhe
language learnL for lmmedlaLe use ln a sLudy envlronmenL wlll be used laLer when Lhe sLudenL
Lakes up or reLurns Lo a [ob (p 16) erhaps Lhls explalns CarLers raLlonale for caLegorlzlng
LA and LC under Lhe same Lype of LS lL appears LhaL CarLer ls lmplylng LhaL Lhe end
purpose of boLh LA and LC are one ln Lhe same employmenL Powever desplLe Lhe end
purpose belng ldenLlcal Lhe means Laken Lo achleve Lhe end ls very dlfferenL lndeed l conLend
LhaL LA and LC are dlfferenL ln Lerms of focus on Cummlns (1979) noLlons of cognlLlve
academlc proflclency versus baslc lnLerpersonal skllls 1hls ls examlned ln furLher deLall below
1he Lhlrd and flnal Lype of LS ldenLlfled by CarLer (1983) ls Lngllsh wlLh speclflc Loplcs CarLer
noLes LhaL lL ls only here where emphasls shlfLs from purpose Lo Loplc 1hls Lype of LS ls
unlquely concerned wlLh anLlclpaLed fuLure Lngllsh needs of for example sclenLlsLs requlrlng
Lngllsh for posLgraduaLe readlng sLudles aLLendlng conferences or worklng ln forelgn
lnsLlLuLlons Powever l argue LhaL Lhls ls noL a separaLe Lype of LS 8aLher lL ls an lnLegral
componenL of LS courses or programs whlch focus on slLuaLlonal language 1hls slLuaLlonal
language has been deLermlned based on Lhe lnLerpreLaLlon of resulLs from needs analysls of
auLhenLlc language used ln LargeL workplace seLLlngs
haracter|t|c of LS oure
1he characLerlsLlcs of LS courses ldenLlfled by CarLer (1983) are dlscussed here Pe sLaLes LhaL
Lhere are Lhree feaLures common Lo LS courses a) auLhenLlc maLerlal b) purposerelaLed
orlenLaLlon and c) selfdlrecLlon
lf we revlslL uudleyLvans (1997) clalm LhaL LS should be offered aL an lnLermedlaLe or
advanced level use of auLhenLlc learnlng maLerlals ls enLlrely feaslble Closer examlnaLlon of
LS maLerlals wlll follow sufflce lL Lo say aL Lhls [uncLure LhaL use of auLhenLlc conLenL
maLerlals modlfled or unmodlfled ln form are lndeed a feaLure of LS parLlcularly ln self
dlrecLed sLudy and research Lasks lor Language reparaLlon for LmploymenL ln Lhe PealLh
Sclences a large componenL of Lhe sLudenL evaluaLlon was based on an lndependenL sLudy
asslgnmenL ln whlch Lhe learners were requlred Lo lnvesLlgaLe and presenL an area of lnLeresL
1he sLudenLs were encouraged Lo conducL research uslng a varleLy of dlfferenL resources
lncludlng Lhe lnLerneL
urposerelaLed orlenLaLlon refers Lo Lhe slmulaLlon of communlcaLlve Lasks requlred of Lhe
LargeL seLLlng CarLer (1983) clLes sLudenL slmulaLlon of a conference lnvolvlng Lhe preparaLlon
of papers readlng noLeLaklng and wrlLlng AL Algonquln College Lngllsh for buslness courses
have lnvolved sLudenLs ln Lhe deslgn and presenLaLlon of a unlque buslness venLure lncludlng
markeL research pamphleLs and logo creaLlon 1he sLudenLs have presenLed all flnal producLs
Lo lnvlLed LSL classes durlng a posLer presenLaLlon sesslon lor our healLh sclence program
sLudenLs aLLended a semlnar on lmprovlng your llsLenlng skllls 1hey pracLlced llsLenlng skllls
such as llsLenlng wlLh empaLhy and Lhen employed Lhelr newly acqulred skllls durlng a fleldLrlp
Lo a local communlLy cenLre where Lhey were parLnered up wlLh Lngllshspeaklng resldenLs
llnally selfdlrecLlon ls characLerlsLlc of LS courses ln LhaL Lhe polnL of lncludlng self
dlrecLlon ls LhaL LS ls concerned wlLh Lurnlng learners lnLo users (CarLer 1983 p 134) ln
order for selfdlrecLlon Lo occur Lhe learners musL have a cerLaln degree of freedom Lo declde
when whaL and how Lhey wlll sLudy CarLer (1983) also adds LhaL Lhere musL be a sysLemaLlc
aLLempL by Leachers Lo Leach Lhe learners how Lo learn by Leachlng Lhem abouL learnlng
sLraLegles ls lL necessary Lhough Lo Leach hlghablllLy learners such as Lhose enrolled ln Lhe
healLh sclence program abouL learnlng sLraLegles? l argue LhaL lL ls noL 8aLher whaL ls essenLlal
for Lhese learners ls learnlng how Lo access lnformaLlon ln a new culLure
@he Mean|ng of the Word Sec|a| |n LS
Cne slmple clarlflcaLlon wlll be made here speclal language and speclallzed alm are Lwo
enLlrely dlfferenL noLlons lL was erren (1974) who noLed LhaL confuslon arlses over Lhese Lwo
noLlons lf we revlslL Mackay and MounLfords resLrlcLed reperLolre we can beLLer undersLand
Lhe ldea of a speclal language Mackay and MounLford (1978) sLaLe
1he only pracLlcal way ln whlch we can undersLand Lhe noLlon of speclal language ls as a
resLrlcLed reperLolre of words and expresslons selecLed from Lhe whole language because LhaL
resLrlcLed reperLolre covers every requlremenL wlLhln a welldeflned conLexL Lask or vocaLlon
(p 4)
Cn Lhe oLher hand a speclallzed alm refers Lo Lhe purpose for whlch learners learn a language
noL Lhe naLure of Lhe language Lhey learn (Mackay MounLford 1978) ConsequenLly Lhe
focus of Lhe word speclal ln LS oughL Lo be on Lhe purpose for whlch learners learn and noL
on Lhe speclflc [argon or reglsLers Lhey learn
e ue |n LS urr|cu|um De|gn
ln Lhls secLlon key lssues ln LS currlculum deslgn for LSL conLexLs are examlned 1he lssues
explored here are a producL of my professlonal experlence developlng Lhe currlculum for
Language reparaLlon for LmploymenL ln Lhe PealLh Sclences 1hls experlence has been
supporLed wlLh a revlew of Lhe llLeraLure on LS
Ab|||t|e kequ|red for Succefu| ommun|cat|on |n Cccuat|ona| Sett|ng
Cummlns (1979) Lheorlzed a dlchoLomy beLween baslc lnLerpersonal communlcaLlon skllls
(8lCS) and cognlLlve academlc language proflclency (CAL) 1he former refers Lo Lhe language
skllls used ln Lhe everyday lnformal language used wlLh frlends famlly and coworkers 1he
laLLer refers Lo a language proflclency requlred Lo make sense of and use academlc language
SlLuaLlons ln whlch lndlvlduals use 8lCS are characLerlzed by conLexLs LhaL provlde relaLlvely
easy access Lo meanlng Powever CAL use occurs ln conLexLs LhaL offer fewer conLexLual
clues
AfLer havlng developed and LaughL Lhe currlculum for Language reparaLlon for LmploymenL ln
Lhe PealLh Sclences l have reached Lhe concluslon LhaL Lhere are Lhree ablllLles necessary for
successful communlcaLlon ln a professlonal LargeL seLLlng l have added a Lhlrd sklll or ablllLy Lo
Cummlns Lheory ln order Lo compleLe Lhe LS plcLure
1he flrsL ablllLy requlred ln order Lo successfully communlcaLe ln an occupaLlonal seLLlng ls Lhe
ablllLy Lo use Lhe parLlcular [argon characLerlsLlc of LhaL speclflc occupaLlonal conLexL 1he
second ls Lhe ablllLy Lo use a more generallzed seL of academlc skllls such as conducLlng
research and respondlng Lo memoranda JlLh Lhe healLh sclence group Lhls was largely relaLed
Lo undersLandlng a new culLure 1he Lhlrd ls Lhe ablllLy Lo use Lhe language of everyday lnformal
Lalk Lo communlcaLe effecLlvely regardless of occupaLlonal conLexL Lxamples of Lhls lnclude
chaLLlng over coffee wlLh a colleague or respondlng Lo an lnformal emall message
1he Lask for Lhe LS developer ls Lo ensure LhaL all Lhree of Lhese ablllLles are lnLegraLed lnLo
and lnLegraLed ln Lhe currlculum 1hls ls a dlfflculL Lask due Lo Lhe lncredlble amounL of research
requlred Close collaboraLlon beLween conLenL experLs and Lhe currlculum developer was noL
posslble durlng Lhe developmenL sLages for Lhe healLh sclence currlculum ln reLrospecL Lhe
experlence and knowledge of healLh sclence faculLy would have lessened Lhe workload ln Lhls
area Lremendously lorLunaLely Lhere does exlsL a wealLh of lnformaLlon on academlc and
general language skllls 1he Lrlck lnvolved ln Lhe lnLerweavlng process ls Lo develop a model
LhaL besL lnLegraLes Lhe resLrlcLed reperLolre wlLh Lhe academlc and general for Lhe learners ln
quesLlon
ln Lhe case of Language reparaLlon for LmploymenL ln Lhe PealLh Sclences Lhere were so
many posslble poLenLlal fuLure occupaLlonal seLLlngs Lo research and l had Lo cope wlLh llmlLed
developmenL Llme l slmply opLed Lo ldenLlfy academlc skllls LhaL were Lransferable Lo mosL
healLh sclence occupaLlonal seLLlngs 1hls requlred an lnvenLory of all posslble healLh sclence
occupaLlons ldenLlflcaLlon of Lhe pasL occupaLlonal experlences of Lhe learners ln Lhe plloL
program and ldenLlflcaLlon of academlc language skllls All of Lhls lnformaLlon was Lhen cross
referenced wlLh Lhe general language ob[ecLlves for Lhe ldenLlfled group of learners
lL ls my oplnlon LhaL because LS requlres comprehenslve needs analysls and because Lhe
learnlngcenLred currlculum ls noL sLaLlc lL ls lmposslble Lo expecL LhaL Lhe developer be ln a
poslLlon Lo ldenLlfy Lhe perfecL balance of Lhe ablllLles noLed above for any parLlcular group of
learners ln reallLy a large parL of Lhls responslblllLy ls LhaL of Lhe lnsLrucLors lL ls Lhe
lnsLrucLors who are ln Lhe besL poslLlon Lo ldenLlfy changlng learner needs and who are ln Lhe
besL poslLlon Lo ensure LhaL all sLudenLs recelve a balanced dleL of language
ontent Language Acqu||t|on Veru Genera| Language Acqu||t|on
Jhen l flrsL recelved Lhe proposal for Lhe healLh sclence plloL program Lhe raLlo of conLenL Lo
language lnsLrucLlon had already been ldenLlfled 2 hours of conLenL lecLure for every 23 hours
of language/conLenL lnsLrucLlon Clven Lhls sLarLlng polnL one of Lhe cenLral quesLlons LhaL
needed Lo be answered was how much Llme would be devoLed Lo vocabulary and conLenL
knowledge acqulslLlon as opposed Lo Lhe Llme spenL developlng general and academlc
language skllls
AlLhough a LenLaLlve balance was drafLed prlor Lo classroom dellvery Lhe balance shlfLed on a
dally basls ln Lhe end lL was deLermlned by boLh lnsLrucLors LhaL more Llme need be alloLLed
for pure conLenL and more Llme need be creaLed for LeamLaughL acLlvlLles 1he flnal weekly
breakdown of 23 hours conslsLed of Lhe followlng
4 8 hours of lnLegraLed Language Learnlng (LSL lnsLrucLor)
4 6 hours of PealLh Sclence LecLures (conLenL lnsLrucLor)
4 4 hours of Jorkplace CommunlcaLlon ([olnLly faclllLaLed)
4 3 hours of Medlcal Lermlnology (conLenL lnsLrucLor)
4 2 hours of aLhophyslology (conLenL lnsLrucLor)
4 2 hours of Applled CompuLer Skllls (LSL lnsLrucLor)
1he flrsL Lhlng LhaL ls apparenL from Lhls breakdown ls LhaL Llme devoLed Lo developlng general
language and academlc skllls far ouLwelghs Lhe Llme devoLed Lo Lhe acqulslLlon of conLenL
knowledge Powever lL was recommended LhaL Lhe conLenL lnsLrucLor be presenL for a
conslderable more amounL of Llme lL was observed LhaL Lhere was such an overlap beLween
conLenL knowledge academlc proflclency and general language LhaL we could beLLer
lnLerweave many of Lhe acLlvlLles as a Leam
1he learners lndlcaLed LhaL Lhey deslred more opporLunlLy Lo lnLeracL wlLh Lhe conLenL
lnsLrucLor ln addlLlon Lo aLLendlng Lhe oldsLyle lecLure formaL lndeed boLh lnsLrucLors noLed
LhaL Lhe sLudenLs were hlghly moLlvaLed Lo aLLend Lhe conLenL lecLures and yeL addlLlonal
supporL from Lhe LSL lnsLrucLor was requlred because ln order Lo meeL Lhe learners needs we
could noL Leach Lhe resLrlcLed reperLolre ln lsolaLlon JhaL ls more lL was hlghly unreasonable
Lo assume LhaL Lhe conLenL lnsLrucLor would Lake on Lhe role of LSL lnsLrucLor
llnally lL was observed LhaL Lhe ma[orlLy of Lhe sLudenLs wlLh posLsecondary Lralnlng ln Lhe
healLh sclences possessed a baslc knowledge of CrecoLaLlno Lermlnology ConsequenLly we
deLermlned LhaL less Llme would be devoLed Lo learnlng Lermlnology ln order Lo follow Lhe
conLenL lecLures MosL of Lhe sLudenLs could already recognlze meanlng buL noL produce lL lL
was deLermlned LhaL more Llme should be alloLLed for work on pronunclaLlon and learnlng Lhe
spelllng of healLh sclence Lermlnology Moreover much more Llme would be spenL on
communlcaLlon for Lhe workplace ln Lhls way Lhey sLudenLs would be afforded ample
opporLunlLy Lo lnLegraLe and pracLlce Lhe resLrlcLed reperLolre acqulred ln conLenL lecLures and
Lhe everyday language acqulred ln Lhe language classes
eterogeneou Learner Grou Veru omogeneou Learner Grou
1here are a number of varlables whlch characLerlze a heLerogeneous learner group l argue LhaL
varlaLlons ln language level prlor educaLlon and work experlence can be accommodaLed only
Lo a cerLaln exLenL Mlnlmum enLrance sLandards musL be esLabllshed ln Lhe areas of language
level moLlvaLlon and prlor educaLlon and experlence MosL lmporLanLly Lhese sLandards musL
be sLrlcLly enforced aL Lhe Llme of placemenL
uue Lo Lhe llmlLed Llme frame for Lhe developmenL of Lhe healLh sclence plloL program
currlculum and Lhe facL LhaL Lhe program was scheduled Lo begln ln Lhe mlddle of Lhe academlc
Lerm Lhe mlnlmum general language enLrance requlremenL was dropped from hlgh Lo low
lnLermedlaLe ln order Lo generaLe a large enough pool of sulLable candldaLes AlLhough no pre
or posLLesL was Lo be admlnlsLered by evaluaLlon Leam l was requlred Lo recrulL Lwlce Lhe
number of sLudenLs Lo be admlLLed Lo Lhe program 20 sLudenLs would be ln Lhe plloL group and
20 would be ln Lhe conLrol group ln Lhe end 16 sLudenLs formed each group 1he resulL was
LhaL Lhere were some genulnely lnLermedlaLe sLudenLs mlxed ln wlLh a ma[orlLy of hlgh
lnLermedlaLe and a few advanced sLudenLs
8ased on observaLlons of a fourweek Lngllsh for 8uslness course ?ogman and kaylanl (1996)
conclude LhaL Lhere appears Lo be a mlnlmum proflclency level LhaL ls requlred for sLudenLs Lo
parLlclpaLe ln predomlnaLely conLenLrelaLed acLlvlLles 1hls supporLs my flndlng LhaL Lhose
sLudenLs who were sLruggllng Lo caLch up wlLh general language proflclency slmply found Lhe
conLenL acLlvlLles Lo be overwhelmlng
Cne sLudenL ln Lhe healLh sclence program commenLed LhaL she had Lo learn boLh Lhe language
and Lhe conLenL aL Lhe Llme 1hls parLlcular sLudenL was aL such a dlsadvanLage because
whereas Lhe oLher sLudenLs were docLors and denLlsLs she had no prlor educaLlon or work
experlence ln healLh sclence AnoLher sLudenL was an experlenced docLor buL possessed a very
low level of language proflclency LlLher case would have been frusLraLlng for anyone Cne
sLraLegy we began Lo employ was Lo have Lhe lnLermedlaLe sLudenLs focus on developlng Lhelr
llsLenlng skllls durlng Lhe conLenL lecLure 1hose sLudenLs wlLhouL Lhe background knowledge
who possessed Lhe language skllls were Lo ask for clarlflcaLlon from Lhelr peers or lnsLrucLors
1he advanced sLudenLs were encouraged Lo record as much deLall as posslble carry ouL
supplemenLal readlng LhaL perLalned Lo Lhe lecLure Loplcs and Lo asslsL Lhelr peers whenever
posslble



LCGkA

r Anderson 8 Ausubel u (Lds) (1963) kead|ng |n the cho|og of ogn|t|on new
?ork PolL 8lneharL JlnsLon
r AnLhony L (1997) LS JhaL does lL mean? Cn CuL hLLp//lnLerservermlyazakl
medac[p/cue/pc/anLhonyhLm 8eLrelved Aprll 6 2000 from Lhe Jorld Jlde Jeb
r 8eLLs C (1983) Autonomou Learner Mode| for the g|fted and ta|ented Creeley CC
AuLonomous Learnlng ubllcaLlons and SpeclallsLs (L8lC uocumenL 8eproducLlon Servlce no
Lu 268 708)
r Carver u (1983) Some proposlLlons abouL LS @he LS Iourna| 2 131137
r Crandall ! (Ld) (1987) LSL through contentarea |ntruct|on Mathemat|c c|ence oc|a|
tud|e Lnglewood Cllffs renLlce Pall 8egenLs
r Cummlns ! (1979) CognlLlve/academlc language proflclency llngulsLlc lnLerdependence Lhe
opLlmum age quesLlon and some oLher maLLers Work|ng aer on |||ngua||m 19 121129
r uudleyLvans 1 SL !ohn M (1998) Deve|oment |n LS A mu|t|d|c|||nar aroach
Cambrldge Cambrldge unlverslLy ress
r Lchevarrla ! Craves A (1998) She|tered content |ntruct|on @each|ng Lng||h|anguage
|earner w|th d|vere ab|||t|e 8osLon Allyn and 8acon
r Cardner P (1983) Irame of m|nd @he theor of mu|t||e |nte|||gence new ?ork n?









Lng||h for Sec|f|c uroe


SubmlLLed by

u8 L8lC S A8lLLA
SLudenL



SubmlLLed Lo


M8S 8CSlL 8lCS
rofessor



A8lL 6 2011

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