Investigating the teacher education needs of experienced ESP teachers in Spanish universities

  1. Ana Bocanegra-Valle 1
  2. Helen Basturkmen 2
  1. 1 Universidad de Cádiz
    info

    Universidad de Cádiz

    Cádiz, España

    ROR https://ror.org/04mxxkb11

  2. 2 University of Auckland (New Zealand)
Revista:
Ibérica: Revista de la Asociación Europea de Lenguas para Fines Específicos ( AELFE )

ISSN: 1139-7241

Año de publicación: 2019

Número: 38

Páginas: 127-150

Tipo: Artículo

DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Otras publicaciones en: Ibérica: Revista de la Asociación Europea de Lenguas para Fines Específicos ( AELFE )

Resumen

en este trabajo se investigan las necesidades del profesorado de Inglés para Fines específicos (IFe) en el caso concreto de profesores experimentados. se presentan y estudian los hallazgos obtenidos a partir de las entrevistas realizadas a 19 profesores experimentados de IFe y actualmente en activo en dos universidades españolas. Las entrevistas tenían por objeto comprender la visión que tienen estos profesores sobre la enseñanza de IFe, ahondar en los conocimientos y las destrezas que asumen como necesarios en su quehacer docente, así como identificar el tipo de apoyo que podría resultarles beneficioso en el ejercicio de su profesión. Los resultados indican que los profesores experimentados de IFe perciben la existencia de necesidades en cinco ámbitos concretos: desarrollo curricular, conocimiento de la disciplina meta, conocimiento del lenguaje especializado propio de la disciplina meta, colaboración entre iguales y oportunidades para el desarrollo profesional. es de esperar que la metodología seguida y los resultados obtenidos en este estudio sirvan de guía para el ejercicio de la profesión docente en el área y para el desarrollo de iniciativas de formación del profesorado a nivel local

€ Ver financiación

Información de financiación

our thanks to these 19 esp teachers for generously sharing their time and expertise with us. Also thanks to the anonymous reviewers for their comments and suggestions for change.

Financiadores

Referencias bibliográficas

  • Aguado de Cea, G. & A. Curado Fuentes (2012). “ESP in Spain: Goals, achievements and prospects”. Asp 62: 91-107.
  • Alexander, O. (2007). “Groping in the dark or turning on the light: Routes into teaching English for Academic purposes”. Paper presented at the iAlS Teacher Education Symposia 2006. University of Edinburgh. URl: http://www.uefap.com/baleap/teap/oa_ials_symposium.pdf [13/05/18].
  • Alexander, O. (2012). “Exploring teacher beliefs in teaching EAp at low proficiency levels”. Journal of English for Academic Purposes 11: 99-111.
  • Arnó-Macià, E. & G. Mancho-Barés (2015). “The role of content and language in content and language integrated learning (CLIL) at university: Challenges and implications for ESP”. English for specific Purposes 37: 63-73.
  • Banegas, D. (2018). “Learning subject-specific content through ESP in a Geography teaching programme: An action research story in Argentina”. English for specific Purposes 50: 1-13.
  • Basturkmen, H. (2010). Developing Courses in English for specific Purposes. New York: Palgrave Macmillan.
  • Basturkmen, H. (2014). “lSp teacher education: Review of literature and suggestions for the research agenda”. Ibérica, Journal of the European Association of Languages for specific Purposes 28: 17-33.
  • Basturkmen, H. (2019). “ESp teacher education needs”. Language Teaching 52(3), 318-330.
  • Basturkmen, H. & A. Bocanegra-Valle (2018). “Materials design processes, beliefs and practices of experienced ESp teachers in university settings in Spain” in Y. Kirkgöz & K. Dikiltaş (eds.), Key Issues in English for specific Purposes in Higher Education,13-27. Cham: Springer.
  • Belcher, D. (2006). “English for Specific purposes: Teaching to perceived needs and imagined futures in worlds of work, study and everyday life”. TESOL Quarterly 40: 133-156.
  • Belcher, D. (2009). “What ESP is and can be: An introduction” in D. Belcher (ed.), English for specific Purposes in Theory and Practice, 1-20. Ann Arbor, Mi: University of Michigan press.
  • Bocanegra-Valle, A. (2016). “Needs analysis for curriculum design” in K. Hyland & p. Shaw (eds.), 560-576.
  • Campion, G. (2016). “‘The learning never ends’: Exploring teachers’ views on the transition from general English to EAP”. Journal of English for Academic Purposes 23: 59-70.
  • Dafouz, E. & U. Smit (2017). “A sociolinguistic approach to the multifaceted roles of English in English-medium education in multilingual university settings” in A. llinares & T. Morton (eds.), Applied Linguistics Perspectives on CLIL, 287-306. Amsterdam/philadelphia: John Benjamins.
  • Ding, A. & i. Bruce (2017). The English for Academic Purposes Practitioner. operating on the Edge of Academia. Cham: Palgrave Macmillan.
  • Ding, A. & G. Campion (2016). “EAP teacher development” in K. Hyland & p. Shaw (eds.), 547-559.
  • Dörnyei, Z. (2016). Research Methods in Applied Linguistics. Oxford: Oxford University press.
  • Ferguson, G. (1997). “Teacher education and LSP: The role of specialised knowledge” in R. Howard & G. Brown (eds.), 80-89.
  • Flowerdew, l. (2013). “Needs analysis and curriculum development” in B. paltridge & S. Starfield (eds.), The Handbook of English for specific Purposes, 325-346. Oxford: Blackwell.
  • Hall, D.R. (2013). “Teacher education for LSP” in C. Chapelle (ed.), The Encyclopedia of Applied Linguistics, 5537-5542. Oxford: Wiley-Blackwell.
  • Hamp-Lyons, E. (2011). “English for Academic purposes” in E. Hinkel (ed.), 89-105.
  • Hewings, M. (2002). “A history of ESP teaching through English for Specific purposes”. English for specific Purposes World 1(3). URl: http://www.esp-world.info/Articles_3/Hewings_paper.htm [01/10/18].
  • Hinkel, E. (ed.) (2011). Handbook of Research in second Language Teaching and Learning, volume II. New York, NY: Routledge.
  • Howard, R. & G. Brown (eds.) (1997). Teacher Education for LsP. Clevedon: Multilingual Matters.
  • Huang, l-S. (2018). “A call for critical dialogue: EAP assessment from the practitioner’s perspective in Canada”. Journal of English for Academic Purposes 35: 70-84.
  • Hüttner, J., U. Smit & B. Mehlmauer-larcher (2009). “ESp teacher education at the interface of theory and practice: introducing a model of mediated corpus-based genre analysis”. system 37: 99-109.
  • Hyland, K. (2012). “‘The past is the future with the lights on’: Reflections on AElFE’s 20th birthday”. Ibérica, Journal of the European Association of Languages for specific Purposes 24: 29-42.
  • Hyland, K. & p. Shaw (eds.) (2016). The Routledge Handbook of English for Academic Purposes. Abingdon: Routledge.
  • Jordan, R.R. (2000). “EAp: The human dimension – Changes, difficulties & needs”. IATEFL ESP SLG Newsletter 17: 17-21.
  • Jourdenais, R. (2009). “Language teacher education” in M.H. long & C.J. Doughty (eds.), The Handbook of Language Teaching, 647-658. Oxford: Blackwell.
  • Lave, J. & E. Wenger (1991). situated Learning. Legitimate Peripheral Participation. Cambridge: Cambridge University Press.
  • Master, p. (1997). “ESp teacher education in the USA” in R. Howard & G. Brown (eds.), 22-40.
  • Master, p. (2005). “Research in English for Specific purposes” in E. Hinkel (ed.), Handbook of Research in second Language Teaching and Learning, 99-115. Mahwah, NJ: Lawrence Erlbaum.
  • McDonough, J. & T. French (eds.) (1981). The ESP Teacher: Role, Development and Prospects. ELT Documents 112. London: The British Council.
  • Mozzon-Mcpherson, M. (1997). “The lSP teacher and independent learning strategies” in R. Howard & G. Brown (eds.), 176-185.
  • Richards, K. (1997). “Teachers of specific purposes” in R. Howard & G. Brown (eds.), 115-126.
  • Ruiz-Garrido, M. & i. Fortanet-Gómez (2009). “Needs analysis in a Clil context: A transfer from ESP” in D. Marsh, p. Mehisto, D. Wolff, R. Aliaga, T. Asikainen, M.J. Frigols-Martin, S. Hughes & G. Langé (eds.), CLIL Practice: Perspectives from the field, 179-188. Jyväskylä: University of Jyväskylä.
  • Saldaña, J. (2009). The Coding Manual for Qualitative Researchers. london: Sage.
  • Silverman, D. (2005). Doing Qualitative Research. London: Sage.
  • Tao, J. & X. Gao (2018). “identity constructions of ESP teachers in a Chinese university”. English for specific Purposes 49: 1-13.
  • Tsui, A.B.M. (2011). “Teacher education and teacher development” in E. Hinkel (ed.), 21-39.
  • Upton, T. (2012). “lSp at 50: looking back, looking forward”. Ibérica, Journal of the European Association of Languages for specific Purposes 23: 9-28.
  • Woźniak, M. (2017). “ESP in Clil degree programmes”. EsP Today 5: 244-265.
  • Yang, W. (2016). “ESp vs. Clil: A coin of two sides or a continuum of two extremes?”. EsP Today 4: 43-68.
  • Zoshak, R. (2016). “‘Tiny talks’ between colleagues: Brief narratives as mediation in teacher development”. Language Teaching Research 20: 209-222.
Fuente de los datos: Dialnet