Different Proficiency, Same Class: Tackling Language Instruction in Heterogeneous ESP Courses in Vocational Schools

Autor/in	Brzoza, Bartosz
Titel	Different Proficiency, Same Class: Tackling Language Instruction in Heterogeneous ESP Courses in Vocational Schools
Quelle	In: MEXTESOL Journal, 44 (2020) 1, (4 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Second Language Learning; Second Language Instruction; English for Special Purposes; Language Proficiency; Learning Experience; Student Attitudes; Vocabulary Development; Teacher Competencies; Language Teachers; Guidelines; Teaching Skills; Vocational Schools; Teaching Methods; Expectation; Foreign Countries; Instructional Materials; Heterogeneous Grouping; Postsecondary Education; Likert Scales; Poland + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Language skill; Language skills; Sprachkompetenz; Lernerfahrung; Schülerverhalten; Wortschatzarbeit; Lehrkunst; Language teacher; Sprachunterricht; Richtlinien; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Vocational school; Berufsbildende Schule; Berufsschule; Fachschule; Teaching method; Lehrmethode; Unterrichtsmethode; Expectancy; Erwartung; Ausland; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Post-secondary education; Tertiäre Bildung; Likert-Skala; Polen
Abstract	Teaching English as a foreign language in an English for Specific Purposes (ESP) context requires certain particular skills from teachers. The usual group comprises students with different proficiency levels, learning experiences, and diverse course expectations. Thus, ESP teachers need to achieve broad goals because they need to both develop students' general language proficiency and teach highly specialized technical vocabulary. This article provides accounts of students' concerns and expectations from ESP courses as captured in a small-scale survey. This explanation is followed by practical guidelines for teachers in this particularly demanding educational area. Lastly, this article discusses didactic implications based on classroom observations in Poland. (As Provided).
Anmerkungen	MEXTESOL Journal. Bernardo Couto 48, Col. Cuauhtemoc, Alcadía Cuauhtemoc, Ciudad de Mexico, 06880, Mexico. Tel: +55-55-66-87-49; e-mail: mextesoljournal@gmail.com; Web site: http://www.mextesol.net/journal/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01