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https://docs.google.com/document/d/1IC_yFkkkF2PGjf9RCSfNuFf0-anP1rnQawCwUWt_smQ/edit?usp=sharing

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Link —> https://youtu.be/MMVhxe3vjag?si=9KPcR5ch9e8vhhlF

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Collaborative work with Gabriela Díaz, Luciana Galindo and Tonka Violic. 

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Artefact #22: Recording vocabulary (pros and cons)

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Artefact #22: Recording vocabulary (pros and cons)

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Artefact 22_ Recording vocabulary (Pros and Cons)

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Collaborative work with Luciana Galindo 

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https://drive.google.com/file/d/1CFKCbyhGhDNAEEtxnC1Cn2qbgBlzIFB_/view <-- click here

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Collaborative work between Fernanda Pineda and Camila Vergara 

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https://docs.google.com/document/d/1Dm2xyaiUEU9DqVTKzlFKBkGZtsob4btjJEz1a3PNKkM/edit?usp=sharing

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Individual work.

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THE HISTORY OF ESP The Early Years 1962 – 1981

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Artefact #5: General English vs ESP in tourism 

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Artefact #5: General English vs ESP in tourism 

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https://docs.google.com/document/d/1VXAn-Ov1kpUwR8OBkkS-LHBzMrK1MuErUXFxqVrEa2Q/edit?tab=t.0

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ARTEFACT 5 - GE vs ESP (Gabriela and Camila)

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Dialogue:

Student A (Mechanic): I just bought a new torque wrench, by the way.

Student B (Mechanic): Oh, really? I’ve been thinking of getting one myself. Out of curiosity, what exactly do you use it for?

Student A: Well, it’s designed for tightening bolts with the precise amount of force, so they’re neither too loose nor over-tightened. In other words, it ensures the perfect fit.

Student B: That makes sense. I’ve had times when I over-tightened something and ended up damaging the thread—it’s frustrating.

Student A: Exactly. This tool helps prevent not only breaking the bolts but also damaging the surrounding parts.

Student B: I can see that being a huge advantage, especially with delicate components. Is it something you use daily?

Student A: Pretty much. For instance, I used it earlier today to secure the wheel nuts on a car, and the wrench gave a clear click once I reached the correct pressure—no guesswork involved.

Student B: That click must feel reassuring, like a little confirmation that you did it right.

Student A: Definitely. And more importantly, it makes the job safer.

Student B: I guess that’s especially important for things like engines or brakes. I once worked on a motorbike where a loose bolt caused a lot of trouble later—it wasn’t fun.

Student A: Yeah, situations like that are exactly why I think every mechanic should keep one in their toolbox.

Student B: You’re convincing me more and more. I might actually go shopping for one this weekend. Any advice?

Student A: For sure—check the specifications first. Some models have a much wider torque range, which is super useful for different jobs.

Student B: I’d like one that could handle both small screws and heavier bolts without swapping tools all the time.

Student A: Then go for one with adjustable settings. Some even have digital displays, which make it easier to see the exact torque.

Student B: That sounds fancy. Does it really make a difference compared to the standard ones?

Student A: It does. It’s more precise, and over time, that consistency really improves your work quality.

Student B: Plus, I suppose it saves time—you don’t have to redo things because they weren’t tight enough.

Student A: Exactly. Once you get used to it, you’ll wonder how you ever worked without one.

Student B: Well, I think you’ve officially sold me on it. Next time we talk, I might have my own torque wrench story to share.

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Artefact #1 : My expectations for the ESP course. 

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Artefact #1 : My expectations for the ESP course. 

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Access' link: https://docs.google.com/document/d/1WUCAOWy0-UPvRU35F8M0xzX38PLZJBWuUtYt7B2Jh_M/edit?usp=sharing

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https://docs.google.com/document/d/1wULi3UbDMN5h-zd9OyJWx7LMSYDtFDdfiDgTUohuN30/edit?tab=t.0

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Collaborative work with Daniela Gazzo

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https://docs.google.com/document/d/12vVI64qgD06vSWRYGNZEQukqD6RL_MtLIjIBQd49b54/edit?tab=t.0

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Artefacf #8: Summary of 'Language for specific purposes vs general language'.

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Artefacf #8: Summary of 'Language for specific purposes vs general language'.

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Summary and midmap of the reading Language for specific purposes vs general language

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Artefact #12: Summary reading 'ESP in the world'. 

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Artefact #12: Summary reading 'ESP in the world'. 

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Artefact #14: TASK - The History behind ESP

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Artefact #14: TASK - The History behind ESP

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https://docs.google.com/document/d/1dJIsa61M3hQ8SRUcUhFH0HAhTWeSrIdckA8FpxtNoz4/edit?tab=t.0

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https://docs.google.com/document/d/1Nq9tW6v8RCzUF7cF2Aq80a1QniJ2s2YIwGZvTtBQGoY/edit?usp=sharing link

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Readings "The Most Prominent Roles of an ESP Teacher" and "A Systematic Review on ESP Teachers: Current Focus,Collaboration, and Sustainability".

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Artefact #19: Reading 4 - THE ESP PRACTITIONER

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Artefact #19: Reading 4 - THE ESP PRACTITIONER

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https://docs.google.com/document/d/1K5D5k8NMwiszGo-xNPD80NujtHsvMoBfv59NvxPFnwk/edit?usp=sharing link

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https://docs.google.com/document/d/1wa6Z-0LIlRHUJFcxvyyJmCUub_h3t-G7/edit?usp=sharing&ouid=106600030682062509920&rtpof=true&sd=true

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Artefact #23: Reading 5 'THE ESP PRACTITIONER 2'

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Artefact #23: Reading 5 'THE ESP PRACTITIONER 2'

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Artefact #27: Task the role of the ESP teacher 

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Artefact #27: Task the role of the ESP teacher 

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Link —> https://youtu.be/UkaNn8pUA5w?si=KVzD9oSqySnH6NqH

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Artefact #27: Task the role of the ESP teacher 

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Artefact #27: Task the role of the ESP teacher 

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https://docs.google.com/document/d/18LOf-4WEyjyK4vILG1EYXgLi46Edj7rh/edit?usp=sharing&ouid=106600030682062509920&rtpof=true&sd=true

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

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Artefact #27: The role of the ESP teacher (videos)

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Artefact #27: The role of the ESP teacher (videos)

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https://drive.google.com/file/d/10zJomJYiDo0KsLkdGmZMMoWVgukvB4Yp/view?usp=sharing

https://drive.google.com/file/d/1nIzIv9WDPX1iC30dsuXE_wRVmz6m5rFp/view?usp=sharing

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Google drive's link access --> https://docs.google.com/document/d/1er7AeGm4eY3EEsSXS94bhCU7q_ixFMNA/edit?usp=sharing&ouid=106600030682062509920&rtpof=true&sd=true

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Artefact 28_ TASK - English for Medicine I (Camila).docx

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Link --> https://docs.google.com/document/d/1G1DlQGVRXyZ9GnsYUvXwmxkWt3qJoLNw/edit?usp=sharing&ouid=106600030682062509920&rtpof=true&sd=true

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Artefact #31: Reading 7 'ESP Methodoloogy II' 

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Artefact #31: Reading 7 'ESP Methodoloogy II' 

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https://docs.google.com/document/d/1hqD1RiPdmbTZXFh76QGdew8dEWDBI5y6/edit?usp=sharing&ouid=106600030682062509920&rtpof=true&sd=true

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Artefact #34: Reading 8 "Project-based learning and  collaboration"

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Artefact #34: Reading 8 "Project-based learning and  collaboration"

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https://docs.google.com/document/d/1IC_yFkkkF2PGjf9RCSfNuFf0-anP1rnQawCwUWt_smQ/edit?usp=sharing

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In the ESP I course, I studied English in three main fields: Business, Law, and Medicine. This porvided me with the chance to expand my technical vocabulary while recognizing the various language used based on professional practice. Each unit allowed me to build on my newly-acquired skills—with each unit working to create a more holistic and functional view of English being used as a tool for communication.

In Business, I found that a high value was placed on accuracy when discussing topics such as marketing, finance or management. I discovered that English related to the business field valued clarity, persuasion and a formal structure; this caused me to consider the way in which language creates professional relationships and shapes decision-making in an organization.

I especially enjoyed the Law module as it introduced me to a specific form of English which is a lot more structured, logical, and frequently complex. Legal English is required to be precise because in legal texts, a word can change the meaning of an entire section or text. This course therefore helped me to begin to understand the role of English in the legal process and with critical analysis of normative texts.

Finally, the Medicine unit allowed me to approach English from a human and technical perspective. In the field of medicine, language becomes critical as a mechanism for describing symptoms, illnesses, and procedures but simultaneously sharing and recording empathy, clarity, and accountability. Through working with case notes and the related collocations and specialized terminology, I came to appreciate the role of English in making connections for communication between clinicians and patients.

In conclusion, ESP I was not only a vocabulary course, but also a journey that allowed me to map the language to various professional contexts, enhance my linguistic awareness and provide me with concrete tools in order to communicate effectively and appropriately in each context. I complete the course with the feeling that I have developed not only my linguistic capacity, but also my understanding of culture and professional contexts. This course, without a doubt, reinforced in me the notion that English itself is not the end, but a very powerful resource that adapts to the real needs of each discipline.