REVISING FOUNDATIONS OF ESP THEORY AND ENSUING PRACTICE (The Journal of Teaching English for Specific and Academic Purposes)
Organization: University of Nis, Serbia
Event: The Journal of Teaching English for Specific and Academic Purposes
The Journal of Teaching English for Specific and Academic Purposes
Call for papers for a dedicated issue on:
REVISING FOUNDATIONS OF ESP THEORY AND ENSUING PRACTICE
In the Introduction to Developments in English for Specific Purposes: A Multi-Disciplinary Approach (1998, p. I), Tony Dudley-Evans and Maggie Jo St John state: “It is often said that ESP lacks an underlying theory. We believe that a theory of ESP could be outlined based on either the specific nature of the texts that learners require knowledge of, or on the basis of the needs-related nature of the teaching. It is, however, interesting and significant that so much of the writing has concentrated on the procedures of ESP and on relating course design to learners’ specific needs rather than on theoretical matters[i].”
Though written two decades ago, it appears to be as accurate at present. For that reason we invite ESP experts, practitioners, enthusiasts, to respond to this claim by presenting their insights, interpretations, uses of ESP theoretical foundations for practical teaching work and related research. Potential topics are the following:
1. What is ESP today, has it changed or evolved since its beginnings? How much is it present in academia and business sector? What is the rationale for its existence?
2. What objectives are set out when commencing ESP instruction? Why? What societal goals do those reflect? What competencies and skills do we aim to develop?
3. How is the concept of assessing needs changing? Whose analysis can truly inform that assessment?
4. What diverse issues inform ESP material design? Is it ideology free? Who designs material? Are the textbooks of influential international publishing houses appropriate for use? Is a concept ‘beyond textbooks in ESP’ viable?
5. How is methodology in teaching conceived? Is it pre-course set or does it change during the course? What are the main decisive issues on which an ESP practitioner chooses which approach to apply in instruction process?
6. How is ESP syllabus designed and what is its relation to the curriculum?
7. What is the measure of a successful ESP course?
8. What is the place of ESP in Higher Educational context? What is the position of ESP lecturers in that environment? What are the challenges?
9. How are ESP lecturers educated for this line of work and where?
10. What is the perceived perspective of ESP?
Scholarly submissions with predominantly theoretical content can be submitted until October 1st 2019.
Prof. Dr. Violeta Janulevi?iene, Mykolas Romeris University[ii], Vilnius, Lithuania
Dr. Liudmila Mockiene, Associate Professor, Mykolas Romeris University, Vilnius, Lithuania
Dr. Nadežda Stojkovi?, Associate Professor, Editor-in-Chief, University of Niš, Serbia,
Visiting Professor at Mykolas Romeris University, Vilnius, Lithuania
[i] Italics added by editors.
[ii] Mykolas Romeris University, Vilnius, Lithuania, is one of a very few universities worldwide that offers a BA degree program in ESP.