Transcript Слайд 1 - TeachingEnglish

Dr. Andrei Kuznetsov
Professor
Academy of Professional Development
and Re-Training of Educators
English for Professional Purposes:
Backwards?
Forwards?
Towards!
E-merging Forum-3, Moscow, March 1, 2013
Master
William
Shakespeare's
Moment
Sonnet 22
Why EPP but not other ELT research and
praxis fields?
ESP – too generalistic of a term, and not
being professional life grounded
EAP – too remote from the down-to-earth
professional praxis of graduates, examoriented
CLIL – predominantly used for the EL
advanced students, single-subjected,
plus mostly at the secondary level
• Teaching the something that has direct bearing on
the formation of the professional expertise of
graduates (hard and soft skills)
• Facilitating students’ mastery of other university
subjects
• ELT content development being grounded on the
understanding of ‘not teaching English, but teaching
through English’ for the sake of professional
competency development
• Best practices for the mediocre students
Step away from the learner-centered
approach, i.e. contrasted to other, ‘more
communicative’, ELT trends - return to
the ‘obsolete’, notoriously promulgated
‘Soviet’ ELT concept
Introduction of didactic and social
innovations [preferably
revolutionary!] that seems to be a
high trend and a must today
A more-or-less dynamic movement
towards the meeting of the
requirements of the university
education stakeholders
A major EPP Drive shift in the educational paradigm:
from anthropocentric towards sociocentric
• Establishment, maintenance and development
of sustainable social networks, i.e.
interrelations within the community that are
to be efficient, harmonious, mutually
beneficial and aesthetic
• Establishment of the EL mastery as a social
good that is valuable for all stakeholders
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Students
Social communities
Professional Communities
Employers
ELT associations
Course developers
School Administrators
International Professional Organizations
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Government (officials, state standards, etc.)
Sponsors
FL Teachers
System of Education
Parents
FLT Publishers
International FLT-related Organizations
FL Teacher Associations
FLT Course Developers
Revision of ELT objectives that would be true to
the needs and expectations of various groups
of stake-holders, those needs being readdressed in terms of the requirements of the
new Russian educational standards and
participation of stakeholders in ELT content
development
• Problem
University Administration declares support of the
quality ELT, but stands strongly against any increase
in the number of the contact hours for ELT
• Steps towards
Demonstrate the value of ELT for the formation of the
holistic professional competency of a graduate
Demonstrate the value of the particular ELT
extracurricular activities (e.g. local/national contests,
festivals, video conferences, etc.) for the
development of the University’s goodwill
• Problem
Student declare their strive for EL mastery, but tend to
invest their minimal effort to EL learning
• Steps towards
Explain the actual EPP objectives
Introduce the rational assignments (to-the-point, poweroptimal and time-optimal)
Develop the student motivation to EL learning (provision
of the rationale behind the EL learning chores,
inculcation in exchange programmes, visualization of
the profession-related EL mastery value)
• Problem
Employers exercise excessive requirements to EL
mastery, but, first, cannot provide the rationale
behind those requirements, second, are not ready to
compensate for the required EL mastery (oppose
labour capitalization)
• Steps towards
Join the effort in ELT objective research, setting and
specification
Cooperate in EPP material development
Provide the background for the internship programmes
Provide opportunities for their participation in ELT
classes and extra-curricular activities
• Problem
Publishers are trying to impose their ELT materials
that are loosely connected to the actual mission of
EPP
• Step towards
Tempt them to cooperation in the joint development
of the EPP materials that would meet Russian
requirements
Offer them local EPP materials for editing and further
publication
• Problem
University EL Teacher Community is EPP-reluctant and
heavily intoxicated with EGP, ESP, EAP and CLIL
myths
• Steps towards
Explain the actual goals of EPP
Offer refresher/professional development courses in
EPP
Provide the well-rounded support (methodological,
psychological, special-field, resource, etc.)
• Problem
Other chair groups oppose the development of ELT
programmes in the universities, as this ELT expansion
endangers their own well-being
• Step towards
Demonstrate the resource potential of the EPP courses
in terms of provision of those chair groups with the
cutting-edge special-field data for their activities
(teaching, research, fund-raising, etc.)
• Problem
International professional community has little
understanding of the actual ELT process and the
Russia-relevant learning outcomes
• Step towards
Provide the EPP courses and materials that would
relate to the actual speech skills and language
aspects that are vital for the international
community
Cooperate in the development of the internship
programmes that may bridge the axiological gap
English for Professional Purposes:
Towards!
[The yoke] … of human bondage …
Andrei Kuznetsov
[email protected]