Language education in the globalised 21st century is an onerous task. There has been a paradigm shift in the learning of the language with numerous professional fields with its own set of vocabulary being established. This has entailed the inclusion of various words and grammatical forms that has brought about a transition in the language.
ESP methodology should include or take into consideration skills that can be inculcated in the students. 21st century educational institutions deliberate on including skills such as critical thinking and problem solving in the curriculum of the students. Moreover, today’s challenge in accumulating knowledge is given such importance that the seekers of knowledge presume that content no longer matters. The challenge lies in delivering the requisite knowledge of that particular field with the appropriate language and specific content.
This paper seeks to identify a set of core language needs of target learners and help facilitate learners to meet these needs.
FULL PAPER
With the advent of international organisations there has been an increasing demand to concentrate on a language easily intelligible to the international community. The global high tech industry is characterized by extreme competitiveness, innovation and widespread use of English. In a global economy with an intensely competitive market any negative publicity about the language proficiency of a particular organisation can be detrimental to its growth. Consequently, high-tech companies require engineers who are talented both in engineering and communicative abilities. In the engineering arena, each field has its own set of jargons and Engineers face numerous communicative events which include highly frequent writing and reading...
... middle of paper ...
...o connect to their communities in person and interact with people from different cultures. This also transforms them into an independent self-starter who is responsible, persevering, self-regulating, reflective, self-evaluating and self-correcting.
To conclude by returning to a standpoint of applied linguistics and language testing, the case of global language testing can be seen as having singular significance. Not only may it suggest a model for the way in which our society feels it needs to ensure linguistic competence beyond an academic context in specific areas of activity where the accurate and reliable use of language is critical, using purposely designed assessment tools, but it is also indicative of our more developed awareness of the essential role of effective oral communication which plays at the heart of an increasingly complex and technological world.
... people about racism and setting anti-prejudice groups to establish more harmonious communities. Empathizing with people from different cultures and embracing other people’s cultures are great ways to not only enrich communities, but they certainly help individuals to successfully navigate Erikson’s seventh stage of development.
42). Dialogue and conversation will increase the likelihood of accepting social responsibility and providing outreach. Understanding the team dynamics of outreach can also increase the likely hood of positive outcomes. Perception and the interpretation of self and other people will impact our relationships and behaviors with other people. Sensitive to cultural differences such as receiving soft versus hard commands at work from ethnic supervisors. A young individual develops views of self and self in the community, then emerges the lifelong fight for independence and
During the first day of ESL academy, I realized the inadequacy of my knowledge concerning the needs of ELL students and how woefully lacking my instruction had been for former students whose first language was not English. Partici...
Teaching students a language that is foreign can really be challenging for students as well as for the teachers. The dynamic rule for implementing instructing in a diverse class to English-learners is to use resourceful life skills such as diligence, hard work and patience. There are also methods that are involved in teaching English as a second language that can be creative for the teacher, yet beneficial to the student. First building a strong foundation that is essential to English learners will promote the language acquisition process. To do this teacher’s should always start with preparation. Advance preparation is essential in order to provide necessary adaptations in content area instruction and to make content information accessible for second language lear...
New languages are always overwhelming.English is difficult language to learn, especially if it isn’t practiced often. The english language includes rules that can be frustrating to get a grip of. Many International students face the fear of not being understood or not pronouncing something correct...
Richards, J. C., Platt, J., & Plat, H. (2000). Longman Dictionary of Language Teaching and Applied linguistics. Beijing: Foreign Language Teaching and Research Press.
The primary aim of any ESP course is to answer the question “why do the learners need to learn the foreign language”? This means the focal emphasis is on helping the learners to communicate accurately and precisely. Therefore, ESP adapts elements from other approaches as a foundation for its own methods and techniques. An ESP course is thus designed to cater for the appropriate structural, functional, and discourse levels learners might need for developing the needed language competence (Hutchinson & Waters: 1987).
...006). Current issues in the teaching of grammar: An SLA perspective. TESOL Quarterly, 40(1), 83-107.
Languages are continually changing and developing, and these changes occur in many different ways and for a variety of reasons. Language change is detectable to some extent in all languages, and ‘similar paths of change’ can be recognised in numerous unrelated languages (Bybee, 2015, p. 139). Since users of language all over the world have ‘the same mental processes’ and ‘use communication for the same or very similar ends’ (Bybee, 2015, p. 1), similar changes occur on the same linguistic aspects, and in many cases these changes produce similar results in multiple languages. However, language change is limited by the function it performs. Languages must be learnt to such an extent which allows communication between the generation above and below one’s own (McMahon, 1994, p. 5). Hence language change is a gradual, lethargic process, as only small changes in
The biggest advantage of any ESP/EST course is that it mainly emphasizes on the learner-centred and the designed course is based on the needs of the learners. Adriana
In most institutions of learning today, the classes are made up of students from different ethnic backgrounds. These have different traditions and also speak different languages. In a typical classroom, the majority of the students will speak the same language. The teacher must then employ strategies which will accommodate all the students in the class. This will ensure that every learner gets the best quality of education. This will enable them to be better prepared for career and expressing themselves. In this paper, strategies to assist learners of the English language in their literal development for third grade learners. In the paper, three strategies that can be used by the teacher will be discussed. New strategies and research that will help the English language learners to gain in depth mastery of the language will also be discussed. Due to the widespread learning of the English language in most schools, addressing issues of the language learners is of vital importance. Teachers should have the understanding that cultures are what give someone identity and therefore no student should leave their culture for another. Instead, there should be the blending of different cultures so that students can appreciate and learn from each other.
This age is dedicated to more of learning age. It is said that even the teachers are the learner. This is the age of knowledge gradually shifted towards the age of communication. Thought and ideas are playing a crucial role in the present 21st century. The period when the denial and ignorance was the answer to the learner’s inquisitiveness has no solution. The answer to these questions is the technology which has solved problem to very much extend. People call such kind of change where teachers are supported with the technological tools to prove their worth. It does not say that previous centuries teachers were not efficient or they do not have that kind of knowledge. In the present time, the knowledge has got the support of the technology to explore. The learners are satisfying their requirements to the larger extend. The technological tool such as internet has shown great difference. The use of videos and photographs, 3D picture support, animations and documentaries and use of computers especially has changed the whole scenario. The most advanced version we have seen are the mobiles and the various applications which are loaded in mobile has taken the world in strong fist. The laptops are converting into the interactive machines which are loaded with n number of facilitation.
It is necessary to draw a distinction between foreign language and second language learning. According to (Wisniewski, 2007), a language lear...
Teaching in the 21st Century has come about due to the realisation that the current education system has fallen behind the modern world, become outdated and ineffectual. We are over a decade into a Century which has brought forth an information age with limitless resources and instant access to information. Collaboration has turned global, with people all over the world communicating, sharing ideas and solving common issues through and with technology. The issue has become more so how to teach rather than what. Education in the 21st Century calls for personalising learning so that every learner, regardless of learning style, race, culture, creed or gender, may develop to their full potential and promote “life-long learning” (Collins, 2009, p. 104) for both teacher and learner alike. It also brings to light the importance of redefining the roles of both teacher and learner.
Sharma, B., 2008. “World Englishes, English as a Lingua Franca, and English Pedagogy”, Journal of NELTA 13 (2), pp. 121-130. Available from