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I expect from this course to learn about professional English, and also get along with bussiness and tourisim vocabulary, that are my personal areas of interest to achieve in ESP.

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In this reading, I understood that English is not the language with the most native speakers, but it has become the world’s lingua franca because it is the most widely used as a second or foreign language. Its rise is connected to history, especially trade, the rebuilding of economies after World War II, the growth of technology, computers, and the internet. Nowadays, English dominates areas like science, business, communication, and even pop culture.

The text also explains how English for Specific Purposes (ESP) is linked to this global spread. For example, many companies in Japan, Korea, and China have adopted English-only policies to compete internationally. Call centers in India and the Philippines show how English creates both opportunities (like higher salaries) and problems (like outsourcing and cultural misunderstandings). In tourism, the need for English is also growing because of global travel.

In education, English for Academic Purposes (EAP) is more important than ever. Many universities, even in non-English-speaking countries, are offering degrees in English to attract foreign students. Research publications are also mostly in English, which pushes scholars worldwide to publish in that language.

What I found most interesting is how English is almost impossible to avoid in both work and study. It creates more opportunities but also pressure for people who are not native speakers. The role of ESP teachers is really important because they help workers and students gain the English skills they need in their fields.

So, overall, this reading made me reflect on how English is not just a subject we study it is a tool for survival in the globalized world.

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The article by Ghafournia and Ahmadian Sabet talks about the main roles that English for Specific Purposes (ESP) teachers have today. It explains that teaching ESP is very different from teaching general English because most ESP students are adults who learn English for work or academic goals. These students are usually professionals who need English for specific purposes, so teachers must focus not only on language but also on emotional and personal factors that influence learning.

The authors describe three important roles that ESP teachers should take. First, the teacher must act as both a teacher and a counselor. This means understanding how adults learn, motivating them, and helping them feel confident. ESP teachers need to create a friendly atmosphere where students can share their experiences and feel respected. The article mentions that many adult learners feel anxious or embarrassed when learning a new language, so teachers should also support them emotionally.

The second role is about teamwork. ESP teachers should work together with content teachers, such as experts in business, medicine, or law, to make lessons more useful and realistic. When both types of teachers cooperate, students can learn more effectively because the language is directly connected to their field of study. However, the article also explains that sometimes it is difficult because some content teachers do not value the work of language teachers. Even so, cooperation is seen as one of the most important parts of ESP teaching.

The third role is being an active researcher. ESP teachers should always reflect on their own teaching and look for ways to improve. Since there are not many formal training programs for ESP, teachers often learn through practice and experience. The article encourages teachers to do small classroom research projects to test new ideas and adapt to their students’ needs.

In conclusion, the article says that ESP teachers have more responsibilities than general English teachers. They need to be flexible, understanding, and willing to keep learning. The authors recommend more teacher training programs that include psychology, counseling, and knowledge of the subjects students study. Overall, the article shows that ESP teachers play many roles at once. They teach, guide, collaborate, and research in order to help their students succeed in specific professional and academic areas.

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This article talks about the skills, challenges, and barriers that English for Specific Purposes (ESP) teachers face in their work. It explains that teaching ESP is not easy because teachers need to deal with specialized content from different fields, such as science, business, or law, which they might not know very well. To be successful, ESP teachers must develop both professional and personal skills that help them adapt to students’ needs.

The article mentions that an ESP teacher should have a good level of English, be able to design courses, and know something about the students’ subject area. Flexibility is really important because ESP teachers have to move from teaching general English to teaching more specific topics. They also need to be creative when choosing materials and activities, and constantly look for ways to improve their teaching.

It also says that a good ESP teacher should keep learning and developing through experience, reflection, and collaboration with others. Being motivated, open to feedback, and aware of one’s strengths and weaknesses are key qualities that help teachers grow professionally.

Another important part of the article is about the barriers ESP teachers face. There are two types: external and internal. External barriers include things like the lack of materials, students’ lack of interest, or institutions not giving enough importance to ESP. Internal barriers are more personal, such as low motivation, insecurity, or resistance to change. The text explains that motivation is essential for teachers because it helps them stay focused and overcome difficulties.

The study also discusses the importance of knowing about the students’ area of specialization. Even though ESP teachers are not experts in those fields, having some background knowledge helps them understand how language is used in that specific context. Some researchers believe that ESP should be taught by language teachers rather than by subject experts, since the goal is to improve communication skills, not to teach the subject itself.

To support these ideas, the researcher made a questionnaire with 27 ESP teachers from the University of Basra. The results showed that most teachers think it’s important to teach specialized vocabulary, use appropriate linguistic features, and create or adapt materials for their students. Many teachers also highlighted the importance of developing speaking and reading skills related to their students’ professional areas.

In conclusion, the article shows that being an ESP teacher requires a mix of linguistic knowledge, professional development, and understanding of the students’ needs. ESP teachers must be flexible, reflective, and willing to face both external and internal challenges in order to help their students succeed in their specific fields.

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In the text, I found it interesting how ESP teaching is actually quite different from general English classes. What stood out to me is that there isn’t one perfect method to follow. Instead, the teacher has to be flexible and adapt depending on what the students need and the context they come from.

One thing the text highlights is that ESP basically changes depending on the learners. They bring two important things with them:

Their specialist knowledge from their own field, even if they don’t always notice it. For example, a science student might understand the structure of research papers without being able to explain it. The teacher’s role is to help them make that knowledge more conscious.

Their way of thinking and learning based on their discipline. Like scientists, who tend to prefer figuring out patterns instead of just being told the rules.

Because of this, the teacher becomes less of a “lecturer” and more of a “consultant,” since the students usually know more about the subject matter.

The text also explains some methods often used in ESP:

Using authentic materials, like real reports or documents students actually work with.

Deep-End Strategy, where students try a task first, see what they can and can’t do, and then the teacher steps in with the necessary input. This works better than the classic PPP for more advanced students.

Case studies and projects, which come from other disciplines. Case studies use real situations from students’ fields, and projects involve students creating their own tasks and doing research outside the classroom.

Something else I found important is the topic of class size. A “large class” isn’t a specific number, it’s just when the group is big enough that you need to change your whole way of teaching. To handle that, the text suggests focusing on the four “I’s”: involvement, interaction, individualisation, and independence. This helps students take more responsibility, and the teacher becomes more of a manager than a controller.

The text also talks about one-to-one teaching, which it describes as ESP at its purest. In that situation, the teacher basically adapts everything to the student’s pace, goals, and learning style.

Finally, the text covers how technology is expanding learning beyond the classroom. It mentions things like video discs, CD-ROMs, the internet, email feedback, CALL programs, and corpora for checking real language use. But it also warns that technology only works well when it fits with the classroom methodology, it shouldn’t replace the teacher, just support the learning.

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In this text, I found it interesting how the author explains project-based learning and teamwork in English courses that focus on specific areas, like “English for science.” The chapter makes it clear that working in groups is becoming more and more important in school and in professional life, so these courses need to include activities that help us develop collaboration and communication skills.

What Project Work Really Is

From what I understood, a project is basically a big task that brings together different skills, reading, listening, speaking, writing, through several smaller activities. All of these activities move toward one shared goal. Usually, this involves planning, gathering information, solving problems, and presenting results.

The text also explains that this type of work comes from an approach where learners are given a problem to analyze and solve. The main goal is to complete the project successfully. Since projects are connected to real problems or real situations, the learning process becomes more exploratory and meaningful.

Why Projects Help

Some of the benefits mentioned really stood out to me:

They help us become more fluent and communicate better.

They show us how language works as part of a culture, not just as grammar rules.

They increase motivation both inside and outside the classroom.

Another thing I found interesting is that project work shifts control from the teacher to the students. We make more decisions, and we take responsibility for our learning. But the text also says that for a project to work well, we need to be clear on the overall goal, the objectives of each stage, and the idea that the project belongs to the whole group, not just one person. It’s also important to think about how we learned, not just the final product.

Difficulties and How to Deal With Them

Of course, project work isn’t perfect. The text points out some common problems:

Some students may not contribute.

Sometimes the task feels like something we could do faster in our first language, so we wonder if we’re actually learning English.

Time management can be tough, especially with technical tasks like creating videos.

To deal with these issues, the text suggests that teachers should give students freedom little by little, not all at once. It also says we need a clear project plan that shows how language learning is connected to the tasks and communication we’ll be doing.

The “English for Science” Project

The chapter gives an example of a project where students had to create a scientific documentary. This made sense because scientists often work in teams. The course mixed three areas: language related to science, the content we needed for the project, and the skills needed to communicate scientific ideas.

In this project, my classmates and I took on different roles like scriptwriter, director, and editor. We worked together during class through workshops and practical tasks, but also outside the classroom. We organized our own meetings, collected information, wrote scripts, and filmed the video.

The studies the text mentions say that most students appreciated the teamwork because we could combine our abilities and support each other. Something I found especially interesting is that students used social media, like WhatsApp and Facebook, to stay connected, motivate each other, share ideas, and even ask for grammar help. This showed what real collaboration looks like in practice.

Final Thoughts

Overall, what I take from this text is that well-designed project work can be a powerful way to learn. It helps us improve our English, understand the content better, and develop important skills like teamwork, responsibility, and learning from others.

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Copy of Copia de TASK - English for Medicine III.docx

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Copy of TASK - The Role of the ESP Teacher.docx

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When I look back on this semester, the first words that come to my mind are stressful and overwhelming. This was honestly one of the most demanding periods I’ve had at university. The course took a large part of my time and energy, much more than I expected. Since English has always been difficult for me, many of the tasks felt heavy from the beginning, and I often struggled to keep up with everything.

I had a small introduction to more specific types of English back in 4th year of high school, when I taught my Tourism students. However, what I faced this semester was on a completely different level. The workload, the expectations, and the amount of content made the process much more intense than anything I had experienced before.

One of the things that helped me connect with the course was remembering my experience teaching Tourism students. Thinking about how they needed English for their future made the content feel a bit more meaningful, even when the pressure was high. It reminded me why learning this type of English matters, even if the process is difficult.

As the semester went on, some concepts started to make more sense, like understanding the difference between general English and more specialised English. Even though I spent most of the semester tired and stressed, I can still recognize that I made progress and pushed myself further than I thought I could.

Overall, I’m proud that I managed to get through such a demanding semester. I may not feel completely confident yet, but I do feel that I learned something valuable. Despite the pressure and the constant stress, I can say that I grew, both as a learner and as a future teacher.