Module 1: Unit 4

Difference between

 ESP and General English Programmes;

 ESP Practitioner and GE Teacher

Contents

1.0 Introduction
2.0 Objective
3.0 Main Content
3.1 Difference between ESP and General English Programee
Self-Assessment Exercise
3.2 Difference between General English Teacher and the ESP Practitioner
Self-Assessment Exercise
4.0 Conclusion
5.0 Summary
6.0 Tutor-Marked Assignment
7.0 References/Further Reading

1.0 INTRODUCTION

It the last unit, you saw the phases to the development of ESP up to the learning/leaner centered phase
where we are today. In this unit we shall compare the ESP programme and teacher with the GE
programme and teacher. In as much as English is the same, there are some differences between the ESP
programme and GE programme just as the teachers of GE are different from ESP practitioner who has
many roles to perform. GE teachers may not be to teach the ESP subject matter. This unit therefore sets
out to itemize and explain these differences in the programmes and the teachers and the role of ESP
practitioner. You are expected to read this unit carefully so as to notice why we say that GE English is not
ESP.

2.1 OBJECTIVES

By the end of this unit, you are expected to be able to:

(a) List and explain the differences between ESP programme and GE programme;
(b) State the differences between an ESP Practitioner and a GE teacher;

(c) Explain vividly the three major ways of retraining EFL teachers to be able to teach ESP;

(d) Describe the problems of having unqualified ESP teachers and

(e) Proffer short and long term solutions to the problems.

3.0 MAIN CONTENT

3.1 Differences between ESP and General English Programmes

Have you ever stopped to wonder what differentiates ESP programme from General English
programme? Are they not the same English? Read on this unit to discover why the term ESP v
hen we study the English language every day.

The main difference of ESP and GE is on the purpose of learning English and its focus on
language learning, as mentioned by Lorenzo (2005):

ESP students... have some acquaintance with English and are learning the
language in order to communicate a set of professional skills and to perform
particular job related functions. An ESP program is therefore built on an
assessment of purposes and needs and the functions for which English is
required....ESP concentrates more on language in context than on teaching
grammar and language structures. It covers subjects varying from accounting or
computer science to tourism and business management. The ESP focal point is
that English is not taught as a subject separated from the students' real world (or
wishes); instead, it is integrated into a subject matter area important to the learners
(p. 43).

ESP, unlike GE, which has several levels of language learners competence, is followed by the people who
already have some background in English mastery and the purpose is to set professional skill' such as
speaking, writing and presentation skills in typical job-related situation as well as evaluation and
assessment procedure in certain job function. Due to this fact, the focus of ESP is more to "language in
context" rather than grammar and the structure language. Theoretically, ESP is a "dependent subject of
study" linked to particular area s: vocational, academic, professional (Allen & Widdowson, 1974). Even
though some experts do not really consider a sharp difference between ESP and General English, at least
they agree that the practical outcome of the learning and the vocabulary used in learning art different.

ESP programmes are content-based, task-based, interactive programmes which provide cooperative
learning. Small groups of students work together to accomplish meaningful tusks is this approach to L2
learning so both cognitive and socio-cultural processes are at work together (Mitchell & Myles, 2004).

Wright (1992) describes one of the differences succinctly; General English is concerned with Everyday
life. These "universal topics are socializing, shopping, travelling, eating out, telephoning friends...So
when one learns a language, one must be exposed to linguistic term relating to these universal topics. This
is the task of a General English course”. A specific English course may contain material pertaining to a
GE course but according to Wnight (1992) "when we reach the stage at which any topic constitutes an
individual s profession, it becomes crucial that he has mastery of the specialized language pertaining to it"
(p. 1).

A simple distinction to make between ESP and GE is that ESP builds upon what has been learn and
studied in earlier GE classes with a more restricted focus. It aims at acquainting learners with the kind of
language needed in a particular domain, vocation, or occupation. In other words, its main objective is to
meet specific needs of the learners. Of course, this indicates that there is no fixed methodology of ESP
that can be applicable in all situations, but rather each situation and particular needs of learners belonging
to a particular domain impose a certain methodology of teaching. On the other hand, English for General
Purposes (EGP), as it is sometimes called, is essentially the English language education in junior and
senior secondary schools. Learners are introduced to the sounds and symbols of English, as well as to the
lexical/grammatical/rhetorical elements that compose spoken and written discourse. There is no particular
situation targeted in this kind of language learning. Rather, it focuses on applications in general situations:
appropriate dialogue with restaurant staff, bank tellers, postal clerks, telephone operators, English
teachers, and party guests as well as lessons on how to read and write the English typically found in
textbooks, newspapers magazines, etc. EGP curriculums also include cultural aspects of the second
language. ECP conducted in English-speaking countries is typically called ESL, and EGP conducted in
non- English-speaking countries is normally called EFL. EGP is typically viewed as a level that precedes
higher-level instruction in ESP if ESP programs are to yield satisfactory results.

Again, ESP students are usually adults who already have some acquaintance with English and a learning
the language in order to communicate a set of professional skills and to perform particular job-related
functions. An ESP programme is therefore built on an assessment of purposes and needs and the functions
for which English is required. Belcher (2006) states that "ESP assumes that the problems are unique to
specific learners in specific contexts and thus rust be carefully delineated and addressed with tailored to
fit instruction" (p.135). Mohan (1986) adds that ESP courses focus on preparing learners "for chosen
communicative environments (p.15). Learner purpose is also stated by Graham and Beardsley (1986) and
learning centeredness (Carter, 1983; Hutchinson & Waters, 1987) as integral parts of ESP. Thus it could
be argued that ESP from the outset focused on learner centered teaching a situation that was certainly not
true of traditional GE courses.

Strevens (1977) also asserts that "special-purpose language teaching (SP-LT) occurs whenever the
content and aims of the teaching are determined by the requirements of the learner rather than by external
criteria" (p.186). Strevens' definition contrasts what obtains in GE where the syllabus is pre-planned and
the learner and often times too, the teacher, has no input.

ESP is centered on the language appropriate to the activities of a given discipline. According to
Hutchinson and Waters (1987), "ESP is an approach to language teaching in which all decisions as to
content and method are based on the learner's reason for learning" (p. 19) in his connection, Dudley-
Evans (1998) explains that ESP may not always focus or the language for one specific discipline or
occupation, such as English for Law or English for Engineering. University instruction that introduces
students discourse in the sciences or humanities, frequently called English for Academic Purposes (EAP),
is equally ESP.

For Hutchinson and Waters (1987), in answer to the question "What is the difference between the ESP
and General English approach?" state, "in theory nothing, in practice a great deal" (p. 53). Attention is
focused on the language need of learners which is effective communication in different situations in
which they find themselves. To meet this communication needs, according to Hortas (1999) view, more
and more individuals have highly specific academic and professional reasons for seeking to improve their
language skills: for these students, usually adults, courses that fall under the heading "English' for special
purpose (ESP) hold particular appeal (Cited in Robinson 1991, p. 3).

Supporting Hortas' view, Robinson (1991) states that "students study English not because they are
interested in English language (or English language culture) as such but because the need English for
study or work purposes" (p. 2). Students are just motivated to learn English.

Furthermore, ESP "concentrates more on language in context than on teaching grammar and language
structures" (Lorenzo (2005, p. 1). Though I agree with Lorenzo, but I would argue that grammar still
plays an important and necessary part in an ESP course. It covers subjects varying from accounting or
computer science to tourism and business management. The ESP focal point is that English is not taught
as a subject separated from the students' real world (or wishes), instead, it is integrated into a subject
matter area important to the learners.

In addition, there is specified time for ESP course. ESP has specified objectives for the adult learners
which should relate to the time available for them to learn the course. In some countries, English and
content subject are taught together; it could be language and work training at the same time or English for
students in tertiary institutions who must have had training in GE.

CE and ESP diverge not only in the nature of the learner, but also in the aim of instruction. While in GE
all four language skills; listening, reading, speaking, and writing, are stressed equally, in ESP it is a needs
analysis that determines which language skills are most needed: by the students, and the syllabus is
designed accordingly. Seeking out learners' needs implies that ESP learners are adult learners who know
why they need language either for fur her academic pursuit(EAP) or for work purposes (EOP); that
motivation to learn is higher than in usual ESL (English as a Second Language) context.

Carter (1983) believes that self-direction is important in the sense that an ESP course is concerned with
turning learners into users of the language. Thus ESP plays an integral role in communicative language
teaching. Students approach the study of English through a field that is already known and relevant to
them. This means that they are able to use what they learn in the ESP classroom right away in their work
and studies. The ESP approach enhance the relevance of what the students are learning and enables them
to use the English they know to learn even more English, since their interest in their field will motivate
them to interact with speakers and texts. An ESP programme, might, for example, emphasize the
development of reading skills in students who are preparing for graduate work in business administration;
or it might promote the development of spoken skills in students who are studying English in der to
become receptionists. However, various ideas and teaching methods can be transferred to the classes of
ESP from the classes of GE and vice visa, giving you as a learner opportunity to acquire better skills in a
foreign language.

As a matter of fact, ESP combines subject matter and English language teaching. Such a combination is
highly motivating because students are able to apply what they learn in their English classes to their main
field of study, whether it be accounting, business management, economics, computer science or tourism.
Being able to use the vocabulary and structures that hey learn in a meaningful context reinforces what is
taught and increases their motivation. The students’ abilities in their subject-matter fields, in turn,
improve their ability to acquire.

English. Subject-matter knowledge gives them the context they need to understand the English of the
classroom. In the ESP class, students are shown how the subject-matter content is expressed in English.
The teacher can make the most of the students' knowledge of the subject matter, thus helping them learn
English faster.

Clearly the line between where GE courses stop and ESP courses start has become very vague indeed.
Teachers, nowadays, however, are much more aware of the importance of the needs analysis, and
certainly materials writers think very carefully about the goals of learners all stages of materials
production. Perhaps this demonstrates the influence that the ESP approach has had on English teaching in
general.

Self-Assessment Exercise

a) State and explain at least four differences between ESP and General English.
b) Why do we say that the line between ESP and General English Courses are vague
c) General English and ESP diverge not only in the nature of the learner, but also in e aim of the
instruction. Discuss

32 General English Teachers versus ESP Practitioner

Having looked at the difference between ESP programme and GE programme, it will also be good that
you also consider what differentiates a GE teacher from an ESP teacher. Just as it i difficult to delimitate
where GE and ESP course starts and ends, it is the same with the role the teacher in these two courses.
The aim of ESP teacher is not only to meet the learners’ specific needs in the field of particular discipline
but also to provide satisfying leaning background (designing courses, setting goals and objectives,
selecting material etc.) as has already been pointed out. Coming from a background unrelated to the
discipline in which they are asked to teach, ESP teachers are usually unable to rely on personal
experiences when evaluating materials and considering course goals. At the university level in particular,
are also unable to rely on the views of the learners, who tend not to know what English abilities are
required by the profession they hope to enter. The result is that many ESP teachers become slaves to the
published textbooks available for a particular discipline, resolve to teaching from textbooks which may be
quite unsuitable.

Dudley Evans (1998) describes the true ESP teacher as needing to perform five different roles. These
are
a) Teacher,
b) Collaborator,
c) Course designer and materials provider,
d) Researcher,
e) Evaluator.

3.2.1 Responsibility as a Teacher

As you will agree with me, a teacher is first a teacher before anything else. The role ESP teacher as a
'teacher' is synonymous with that of the GE teacher. Teacher expects, or is expected to control the class,
to provide information about skills and language or to control activities. It is in the performing of the
other four roles that differences between the two emerge. Studying subject matter in English is in the
center of students' attention in GE course, that is why the concept of ESP course is adapted to students'
needs. On the other hand ESP teacher should not become a teacher of the subject matter, but rather an
interested student of the subject of the subject matter (Hutchinson & Waters, 1987, p.163). Teachers that
already have experience in teaching English as a Second Language (ESL) can exploit background in
language teaching. They should recognize the ways in which their teaching skills can be adapted for the
teaching of ESP. Moreover, they will need to look for Content specialists for help in designing
appropriate lessons in the subject matter/field they are teaching. When you become an ESP teacher, you
must play many roles. You may be asked to organize courses, to set learning objectives, to establish a
positive learning environment in the classroom, and to evaluate students' progress. Below you will see
what I mean to perform these functions as a teacher.

(i) Organizing Courses

You have to set learning goals and then transform them into an instructional program with the
timing of activities. One of your main tasks will be selecting, designing and organizing course
materials, supporting the students in their efforts, and providing them with feedback on their
progress.

(ii) Setting Goals and Objectives You arrange the conditions for learning in the classroom and
set long-term goals and short-term objectives for students' achievement. Your knowledge of
students' potential is central in designing syllabus with realistic goals that takes into account
the students' concern in the learning situation.

(iii) Creating a Learning Environment

Your skills for communication and mediation create the classroom atmosphere. Student acquires language
when they have opportunities to use the language in interaction with other students. Being their teacher,
you may be the only English speaking person available Students, and although your time with any of
them is limited, you can structure effect communication skills in the classroom. In order to do so, in your
interactions with student to listen carefully to what they are saying and give your understanding c
misunderstanding back to them through your replies. Good language learners are also great-takers, since
they must make many errors in order to succeed. However, in ESP classes. They are handicapped because
they are unable to use their native language competence to resent themselves as well-informed adults.
That is why the teacher should create atmosphere in the language classroom which supports the students.
Learners must be self-confident in order to communicate, and you have the responsibility to help build the
learner confidence.

(iv) Evaluating Students

The teacher is a resource that helps students their language learning problems an find solutions to them,
find out the skills they need to focus on, and take responsibility I making choices which determine what
and how to learn. You will serve as a source information to the students about how they are progressing
in their language learning.

3.2.2 Responsibility as a Collaborator

Another role of an ESP teacher is collaboration. The role of a 'collaborator' is connected with working
(collaborating) with specialists to meet the specific learners' needs. In order to meet specific needs of the
learners and adopt the methodology and activities of the target the ESP Practitioner must first work
closely with field specialists. ESP teacher needs to have a prior content knowledge. ESP teaching should
be carried on by ta collaboration of an EFL teacher with a content teacher. They can carry out ESP
teaching scaffolding each other; the former provides the latter with methodology of language teaching:
while the latter makes the content meaningful, helping the EFL teacher learns content knowledge. This
collaboration, however, does not have to end at the development stage an! can extend as far as team
teaching, a possibility discussed by Johns et al. (1988). When team teaching is not a possibility, the ESP
Practitioner must collaborate more closely with the learners, who will generally be more familiar with the
specialized content of materials than the teacher. Fluency in academic English is an inevitable skill for an
ESP teacher to is successful, because ESP teaching requires particular and sometimes special skills, such
as dealing with language input, handling skills work, answering questions on terminology, and listening
to lectures and research presentations and seminar skills training.
3.2.3 Course Designer, Materials Provider and a Researcher

The aim of the role of "course designer" and "materials provider" is the same in both ESP and GE
courses; to provide the most suitable materials in the lesson to achieve set goal Researcher's results find
out if the choice of materials meets learners' and teachers expectations. Both GE teachers and ESP
practitioners are often required to design course id provide materials. One of the main controversies in the
field of ESP is how specific those materials should be. Hutchinson et al (1987) support materials that
cover a wide range fields, arguing that the grammatical structures, functions, discourse structures, skills,
and strategies of different disciplines are identical. More recent research, however, has shown his not to
be the case. Hansen (1988), for example, describes clear differences between anthropology and sociology
texts, and Anthony (1998) shows unique features of writing in the field of engineering. Unfortunately,
with the exception of textbooks designed for major fields such as computer science and business studies,
most tend to use topics from multiple d disciplines, making much of the material redundant and perhaps
even confusing the learner as to what is appropriate in the target field. Many ESP practitioners are
therefore left with no alternative than to develop original materials. It is here that the ESP practitioner's
role as researcher is especially important, with results leading directly to appropriate materials for
classroom.

3.2.4 As an Evaluator

ESP practitioner is also an evaluator. The role of 'evaluator' is very important in the whole learning
process. It is necessary to inform students about their progress in their language learning that is why
giving feedback is an inevitable part of each activity (Anthony, 19 evaluating is perhaps the role that ESP
practitioners have neglected most to date. As Johnson (1991) describe, there have been few empirical
studies that test the effectiveness of ESP courses. For example, the only evaluation of the non-compulsory
course reported by Halley. (1986, p.158) is that despite carrying no credits, "students continue to attend
despite rival pressures of a heavy programme of credit courses." On the other hand, a more recent work
such as that of Jenkins et al. (1993) suggests an increasing interest in this area of research.

Hutchinson and Waters (1987) in their contribution, stress that two roles differentiate ESP and GE
teachers. Beside the typical duties of classroom teacher, the ESP teacher “deals with needs analysis,
syllabus design, materials writing or adaptation and evaluation; they see "ESF teacher's role in one of
many parts" (Hutchinson & Waters, 1987, p.157). The other aspect refers to training ESP teachers, which
was not covered as much so teachers of ESP have to "orientate themselves to a new environment"
(Hutchinson & Waters, 1992, p.157). In general, positive attitude to ESP content, learners and previous
knowledge of the subject area are required (Hutchinson & Waters, 1987, p. 163).

Self-Assessment Exercise

a. Briefly explain three important roles of an ESP practitioner.

b. An ESP practitioner is often regarded as a course designer and evaluator. Explain.
c. In which situation can a collaborative teaching exist between the ESP teacher and the
content teacher?