I.

Something that I have learned

I have learned more about ESP. ESP is used or taught to enable students to learn and communicate. Materials (Candlin & Been) Refers to any published or unpublished data in any medium or collection of media used for the purpose of language teaching and learning. There are four (4) main issues to consider in materials. 1. In what ways should materials be appropriate to the teaching situation and to the curriculum in which they are use? 2. What should be the content of the materials? 3. What teaching learning activities should the materials promote? 4. What new directions are available for materials design? My answer to the questions: 1. We must evaluate the materials and make sure it is appropriate for the teaching situation and it should be affordable. 2. First, you must plan in order for you to know whats the proper content you will going to put, and if you will going to look or get some information in books, or internet, you must look for other resources, and we must evaluate our students for us to know if they can cope up with the specific topic. 3. It should be interactive; there should be an interaction between the teacher and the students. 4. It should be accurate for the objectives, the materials should be reachable. Sub issues/ concerns that we also consider 1. Putting materials in their place You have to understand what extent materials are sensitive to teaching situation in which they are to be use. 1. Make sure that the materials are appropriate to the particular language teaching curriculum within which they are supposed to serve as a resource. Usefulness and applicability of the materials make sure that they are ideal unless they are adopted and situationalize. Make sure that the materials are appropriate for the teaching situation. The materials will always undergo processes of reinterpretation by the different uses of the materials. Every language teaching situation reflects certain socio-cultural selected educational aims and ideas. Language teaching is used to serve the individual within the content of the state and the needs.

II. Something that I have questions about

I have no more further questions, because Im satisfied on what we had discussed in our class. I trust the source.

III. Something I still want to know

I want to know where the ESP begins and was originated. What is General English? If there is difference between ESP and General English? What is the difference between syllabus and curriculum? I want to know more about the theory of Henry Allen, Otto Jespersen, Dudley Evans, and David Nunan.

English for Specific Purpose Reflection Journal

Submitted to: Mr. Christian Hernandez Submitted by: Trisha Castillo Yr./Section: 3SED-3

I.Something that I have learned

I have understood that ESP is very important especially to us future educator to know and give what our students needs. 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

Strevens' (1988)

Absolute characteristics: Designed to meet specified needs of the learner

 What is ESP?

Related in content Centered on the language appropriate to activities. In contrast with general English.

Variable characteristics: Restricted as to the language skills to be learned Not taught according to any pre-ordained methodology.

Dudley-Evans & St. John (2001 revision)

Absolute Characteristics ESP is defined to meet specific needs of the learner; ESP makes use of the underlying methodology;

ESP is centered on the language Variable characteristics: Restricted as to the language skills to be learned Not taught according to any pre-ordained methodology.

Dudley-Evans & St. John (2001 revision)

Absolute Characteristics ESP is defined to meet specific needs of the learner; ESP makes use of the underlying methodology; ESP is centered on the language

Variable Characteristics ESP may be related to or designed for specific disciplines; ESP may use a different methodology from that of general English; ESP is likely to be designed for adult learners. ESP is generally designed for intermediate or advanced students; Most ESP courses assume some basic knowledge of the language system.

What ESP is not ESP is not a matter of teaching specialized varieties of English language. ESP is not just a matter of words and grammar used by a certain fields (e.g. Science). ESP is not different in kind from any other form of language teaching, in that it should be based on principles of effective and efficient learning.

CATEGORIES OF ESP \ David Carter (1983) identifies three categories of ESP: English as a restricted language

English for Academic and Occupational Purposes English with specific topics.

Issues Addressed in ESP Program Planning Stakeholders in the Class or Project Available Teachers Authenticity Issues Assessment Students' Analysis Formulation of Goals and Objectives of the Course

Preparing an ESP Program Conceptualizing the Content Selecting and Developing ESP Materials Course Planning Evaluating the Course

PROGRAM MODELS Submersion No support given: Sink or Swim Likely a violation of students' civil rights

Newcomers Programs Sometimes a separate facility May not have access to mainstream activities/social groups

Sheltered Instruction Can be for full-day (elementary) or separate classes May create segregated setting with little peer language interaction

Pull-Out ESOL Teachers should be ESOL endorsed. May marginalize students when pulled out of fun or helpful activities: ESOL teachers and classrooms often underfunded.

Inclusion/Push-In ESOL teacher co-teaches in regular classroom Personalities must work together and must treat as equals

Bilingual Education Immersion Education

Bilingual Education Early-Exit Transitional Makes efficient use of limited bilingual teachers by concentrating them at early grades.

Maintains native language oral fluency.

Late-Exit Transitional / Developmental or Maintenance Encourages proficient bilingual students Strong promotion of students primary language literacy skills not only develops a conceptual foundation for academic growth but also communicates clearly to students value of the cultural and linguistic resources they bring to school (Cummins, 1998).

Bilingual Education Bilingual Immersion Appears to improve language arts achievement compared to transitional bilingual programs (Brisk, 1998).

Integrated TBE Increases academic and social contact of minority and majority students through integrated classrooms. Supports bilingual students who have been mainstreamed.

Dual language Immersion (aka two-way bilingual) Students learn language and acquire positive cross-cultural attitudes from each other and teachers. Evaluations indicate effectiveness in promoting academic achievement and high levels of language proficiency for both groups of students.

Immersion Education ELD (English Language Development)/ESL (English as a Second Language) PullOut Students with different primary languages can be in the same class. Teachers do not need to be fluent in primary language(s) of students.

Structured Immersion Allows for English content instruction for intermediate ELLs. Students with different primary languages in the same class.

Submersion with Primary Language Support Provides some support and access to comprehensible input.

Canadian French Immersion Students achieve a high level of fluency in second language. Students score at or above norm of English speakers in monolingual English programs in tests of reading and mathematics.

Indigenous Language Immersion (e.g. Navajo) Programs shaped and supported by local people with authority to mold social environment of the school

II. Something that I have questions about

I have no more further questions, because Im satisfied on what we had discussed in our class. I trust the source.

III. Something I still want to know

Its a clear discussion, for me, Im satisfied on how they execute the report.

English for Specific Purpose Reflection Journal

Submitted to: Mr. Christian Hernandez Submitted by: Trisha Castillo Yr./Section: 3SED-3