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ESP teacher education needs

  • Helen Basturkmen (a1)


Teaching English for academic purposes (EAP) and for specific purposes (ESP) are demanding areas in which to work. Teaching in these areas typically includes a range of tasks, such as investigating learner needs and specialist discourse, developing courses and materials in addition to classroom teaching. Therefore, teachers face a range of tasks which often require additional knowledge and skills. To date, the literature in EAP and ESP has tended to foreground the needs of learners and background the learning and knowledge needs of teachers. This plenary reviews themes in the literature on teacher education in ESP and reports on two research studies that investigated the practices and perspectives of experienced ESP and EAP teachers. Findings from the studies are discussed in relation to teacher education needs in this field.



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Alexander, O. (2012). Exploring teacher beliefs in teaching EAP at low proficiency levels. Journal of English for Academic Purposes 11.2, 99111.
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Basturkmen, H. & Bocanegra-Valle, A. (2018). Materials and lesson design processes: The beliefs and practices of experienced ESP teachers. In Kirkgöz, Y. & Dikiltaş, K. (eds.), Key issues in English for specific purposes in higher education. Cham, Switzerland: Springer.
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Bocanegra-Valle, A. & Basturkmen, H. (manuscript under preparation). Teacher education and development for LSP: Researching the needs of experienced ESP/EAP teachers.
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Kuzborska, I. (2011). Teachers’ decision-making processes when designing EAP reading materials in a Lithuanian university setting. Journal of English for Academic Purposes 10.4, 223237.
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Taylor, M. (1994). How much content does the ESP instructor need to know? TESOL Matters 4, 14.
Wu, H. & Badger, R. G. (2009). In a strange and unchartered land: ESP teachers’ strategies for dealing with unpredicted problems in subject knowledge during class. English for Specific Purposes 28.1, 1932.
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Language Teaching
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  • EISSN: 1475-3049
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