- Email: [email protected]
Language for Specific Purposes
74
Reviews / English for Specific Purposes 43 (2016) 69–76
of Vijay Bhatia, Winnie Cheng, Amy Devitt, Leena Louhiala-Salminen, and Martin Warren. On the other hand, Chapter 10 analyses the connection between Business English and new media, paying special attention to social networking and multimodality. Section Five (Chapters 11–13) provides a detailed description of approaches to the teaching of Business English and emphasises the importance of appropriate materials that correspond with the specific needs of the labour market. In the final part of the book, Chapter 11 considers three ESP approaches to teaching Business English: project-based learning, teamteaching, and blended learning. In Chapter 12, the authors focus on the design of Business Materials while in Chapter 13, they refer to the materials and resources used as references by the authors and also provide additional information related to Business English conferences and professional associations. In conclusion, it is important to mention that no significant weaknesses have been observed in this thorough volume. Introducing Business English covers key topics and current issues with updated information and it is an outstanding guide to teaching BELF. Additionally, the two authors have remarkably synthesised both theory and practice in a way that can be accessible to multiple readers, from researchers to practitioners or students, and be implemented in the Business English classroom. References Dow, E. (1999). Negotiation comes of age: Research in non-native contexts and implications for today’s Business English materials. In M. Hewings, & C. Nickerson (Eds.), Business English: Research into practice (pp. 83-99). London: Longman. Evans, S. (2012). Designing email tasks for the Business English classroom: Implications from a study of Hong Kong’s key industries. English for Specific Purposes, 31(3), 202-212. http://dx.doi.org/10.1016/j.esp.2012.03.001. Giménez, J. (2014). Multi-communication and the Business English class: Research meets pedagogy. English for Specific Purposes, 35, 1-16. http://dx.doi.org/ 10.1016/j.esp.2013.11.002. Handford, M. (2010). The languages of business meetings. Cambridge: Cambridge University Press. Koester, A. (2006). Investigating workplace discourse. London: Routledge. Koester, A. (2012). Workplace discourse. London: Continuum. Zhang, Z. (2013). Business English students learning to write for international business: What do international business practitioners have to say about their texts? English for Specific Purposes, 32(3), 144-156. http://dx.doi.org/10.1016/j.esp.2013.01.002. Álvaro Subero-Sáenz, PhD in English Applied Linguistics from Universitat Jaume I, is an associate professor at Hubei University of Science and Technology. He is involved in teaching English for Business Communication. His main research fields are English for professional and academic purposes, with focus on Business English, corporate communication and the use of Business English as a Lingua Franca.
Álvaro Subero-Sáenz Hubei University of Science and Technology, China E-mail addresses: [email protected], [email protected] Available online 12 February 2016
http://dx.doi.org/10.1016/j.esp.2016.01.005
Language for Specific Purposes, Sandra Gollin-Kies, David R. Hall, Stephen H. Moore. Palgrave Macmillan, UK (2015). xviD276 pp., US $39.99, Paperback, ISBN: 978-1403946409 The need for specialized language skills due to global changing academic and professional needs can be observed in the variety and number of courses currently available such as French for Medics, Legal Spanish, Mandarin for Business, and the like. Although English for Specific Purposes (ESP) is a branch of Language for Specific Purposes (LSP), research in ESP is the one usually recalled. However, the authors of Language for Specific Purposes make sure to include examples of work that has been done in languages other than English to illustrate the overlaps between pedagogy, research and the uniqueness of the contexts where these courses are required. This book is part of the series Research and Practice in Applied Linguistics by the Linguistics Department at Macquarie University, Australia and it is aimed at graduate students in Applied Linguistics, TESOL, and language professionals as well. The authors begin by introducing each of the LSP phrase’s terms. Regarding language, they examine the different interpretations shaped by the views of language study and the dynamic nature of language. Specific might refer to the degree of specificity needed and what is considered to determine what to include in the teaching-learning situation. Finally, the authors discuss the decision about the purpose and how immediate this purpose is. This book includes thirteen chapters divided in four parts: Concepts and Issues, LSP in the Classroom, Conducting Applied Research in LSP and Resources. The first part “Concepts and Issues” contains three chapters. The first chapter provides a historical account of LSP from the decades of the renaissance to the present. It mentions how LSP has developed due to the importance of effective communication that ensures understanding of scientific developments, international trade and
Reviews / English for Specific Purposes 43 (2016) 69–76
75
political issues, and how this perception has changed to include not only lexical items and phrases, but also the communicative situation. This section includes a summary of the theory, practices and research in LSP evolution from the communicative language teaching and notional syllabuses, and the instructors as materials writers to more current practices such as data-driven and collaborative approaches. Chapter 2 elaborates on globalization, the development of new technologies, and new approaches to language and learning as key trends affecting LSP. According to the authors, globalization can be seen through either positive or negative lenses as an open attitude towards different ideas or a reduction of cultures and languages. Movements such as international students having the opportunity to study in foreign countries, the labeling of international English, and outsourcing are affected by the stance we take on our understanding of globalization. This globalization has increased the demand for LSP and interestingly, the authors mention how instruction in languages other than English has currently more demand than before. They point out how this instruction is generally non-academic but practical and mainly related to business. They also mention a still perpetuating attitude that promotes native speakers as the ideal instructors and how in order to achieve success in life, people should learn English. Kachru’s (1986) concentric circles model is brought up to evaluate how there is a blurred line between native and non-native speakers of English. An interesting example mentioned is how some speakers from the “inner circle” are actually immigrant descendents who speak other language(s) at home that might hinder their vocabulary or writing skills. In a similar vein, some “outer circle” bilinguals can have near native or native like proficiency due to their access to technology and higher levels of education. Standard English status is also contested. Additionally, the authors mention the great possibility of not getting published if standard academic English is not used. The development of new technologies has allowed more communication modes and access to teaching and learning material. Multimodality has also permitted a more personalized instruction based on students’ needs or preferences. It is precisely globalization and the access to multimodality what has reshaped new approaches to language and learning which is more content-based and in contexts where it is possible, experiential learning is promoted. In addition to this, collaboration between disciplines has encouraged a richer range of theory and research methods. Chapter 3 outlines themes related to learning, teaching and researching LSP. Intercultural and cross-cultural communications are distinguished as part of new approaches to language and learning. Issues of identity and authenticity are explored as well as critical approaches in LSP. Pedagogical innovations have been possible due to the amounts of specific data available in the internet; access to examples of texts from different fields is now available through corpora and analyses of words, phrases and patterns is easier. However, a drawback is that access to these data is not universal. Part II “LSP in the classroom” includes chapters 4 to 9. Chapter 4 discusses the contexts in which LSP teaching is required and how the immediacy of the need and opportunity to experience learning in the target or non-target language environment affects expectations of the program. The importance of investigating the stakeholders’ motivations and the focus of the needs analysis is presented as well as the basis of course planning. Chapter 5 presents issues related to LSP course design and implementation. The authors explore the history of course design and the perspectives from which articles have been published such as logistical issues. Another issue covered is related to the organizational structure in universities and who makes important decisions regarding LSP. The specificity of LSP courses and how possible it is to use the same material for other courses and the current access to resources through internet allow more participation from students and language analysis that can help identify what students need to learn. Chapter 6 defines assessment and evaluation and the implications regarding validity and reliability in the LSP context. It discusses types of tests: high-stakes, standardized, and placement tests. The role of self-assessment and the matching of testing methods to the teaching methods is also examined. LSP in interdisciplinary and multidisciplinary contexts is explored in Chapter 7. The authors discuss arguments in relation to the specificity in LSP contexts and the communicative needs of the professional life as they are brought out in the LSP class activities. In Chapter 8 a differentiation of LSP teaching and general language teaching is addressed. Examples of research informed pedagogical practices such as case studies, projects and a multiliteracy framework are presented in this section. Issues related to LSP classroom management and professional development are discussed in Chapter 9. This chapter brings about interesting scenarios in which classroom management can be challenging either because students are more autonomous, need more help from the LSP instructor or because instructors feel the pressure to understand content. Ongoing professional development is also discussed along with the main reasons of its importance. Part III “Conducting Applied Research in LSP” includes chapters 10 to 12. Chapter 10 presents an overview of LSP research and its key terms along with some research approaches currently used such as discourse analysis, mixed methods and more qualitative studies. Tables summarizing useful information are included: the characteristics of research paradigms, the characteristics of case studies and other compatible approaches, and action research methods and techniques. Chapter 11 describes thoroughly published case studies of LSP research and gives advice on approaches and methods; the types of topics and methodologies presented here can help the emerging LSP researchers (re)shape their practices. Chapter 12 includes 18 researchable projects related to stakeholders, needs analysis, course design and evaluation, learner assessment, classroom management, and action research among others. The end of this chapter has relevant information about where and how to get published in LSP. Part IV consists of a chapter with useful resources for the LSP practitioner such as books, links to journals, LSP associations and information about conferences. Other relevant resources include bibliography related to research in applied linguistics, links to software for data analysis and corpora searching, and finally, information about how to get published. Although many of the examples and references in the book come from ESP research or ESP well-known authors in the ESP field, the authors make sure to include examples of research in languages other than English. In reference to this, a good point
76
Reviews / English for Specific Purposes 43 (2016) 69–76
is made in the introduction stating that even though there is a plethora of research in ESP, LSP studies can also be found and are on the rise; consequently, this inclusive term should be used. Valuable features I see in this book are the inclusion of relevant quotes about the same concepts seen from the perspectives of different key LSP authors, which helps the reader see an evolution of the concept or how opinions are contested, and also the inclusion of case studies which exemplify factors or aspects discussed in the sections. The book also includes relevant information about research practices and approaches and possible research projects which contribute to fostering the idea of conducting empirical research. Additionally, the research resources provided in the last chapter include the ESP basic reads such as Dudley-Evans and St. John (1998), Hutchinson and Waters (1987), Jordan (1997), Robinson (1991), and Swales (1988, 1990), and LSP journals along with current research approaches such as corpora analysis. Being an ESP instructor myself, I would have liked to see more practical advice about classroom management. One scenario authors presented in relation to classroom management is about having mixed-aged learners; however, a more common recurring scenario I have encountered is having mixed-levels. In spite of this minor gap, Language for Specific Purposes is overall a practical resource for the current and future LSP practitioners. References Dudley-Evans, T., & St. John, M. J. (1998). Developments in English for specific purposes: A multi-disciplinary approach. New York: Cambridge University Press. Hutchinson, T., & Waters, A. (1987). English for specific purposes: A learning centered approach. Cambridge: Cambridge University Press. Jordan, R. R. (1997). English for academic purposes: A guide and resource book for teachers. Cambridge, UK: Cambridge University Press. Kachru, B. B. (1986). The alchemy of English: The spread, functions and models of non-native Englishes. Oxford, UK: Pergamon Press. Robinson, P. (1991). ESP today: A practitioner’s guide. UK: Prentice-Hall International. Swales, J. M. (1988). Episodes in ESP: A source and reference book on the development of English for Science and Technology. New York: Prentice-Hall. Swales, J. M. (1990). Genre analysis: English in academic and research settings. Cambridge: Cambridge University Press. Migdalia E. Rodríguez is a lecturer in the Department of Foreign Languages at the University of Sonora in Mexico. She is currently a PhD candidate at the University of Arizona in the US in the Second Language Acquisition and Teaching (SLAT) program. She has developed online ESP courses and teaches ESP elective courses in the BA in ELT program at UniSon. Her research interests are online language teacher education (OLTE), corpus linguistics and ESP material development.
Migdalia E. Rodríguez Rosales Department of Foreign Languages, University of Sonora, Hermosillo, Sonora, Mexico E-mail address: [email protected] Available online 25 April 2016
http://dx.doi.org/10.1016/j.esp.2016.04.002
Reviews / English for Specific Purposes 43 (2016) 69–76
of Vijay Bhatia, Winnie Cheng, Amy Devitt, Leena Louhiala-Salminen, and Martin Warren. On the other hand, Chapter 10 analyses the connection between Business English and new media, paying special attention to social networking and multimodality. Section Five (Chapters 11–13) provides a detailed description of approaches to the teaching of Business English and emphasises the importance of appropriate materials that correspond with the specific needs of the labour market. In the final part of the book, Chapter 11 considers three ESP approaches to teaching Business English: project-based learning, teamteaching, and blended learning. In Chapter 12, the authors focus on the design of Business Materials while in Chapter 13, they refer to the materials and resources used as references by the authors and also provide additional information related to Business English conferences and professional associations. In conclusion, it is important to mention that no significant weaknesses have been observed in this thorough volume. Introducing Business English covers key topics and current issues with updated information and it is an outstanding guide to teaching BELF. Additionally, the two authors have remarkably synthesised both theory and practice in a way that can be accessible to multiple readers, from researchers to practitioners or students, and be implemented in the Business English classroom. References Dow, E. (1999). Negotiation comes of age: Research in non-native contexts and implications for today’s Business English materials. In M. Hewings, & C. Nickerson (Eds.), Business English: Research into practice (pp. 83-99). London: Longman. Evans, S. (2012). Designing email tasks for the Business English classroom: Implications from a study of Hong Kong’s key industries. English for Specific Purposes, 31(3), 202-212. http://dx.doi.org/10.1016/j.esp.2012.03.001. Giménez, J. (2014). Multi-communication and the Business English class: Research meets pedagogy. English for Specific Purposes, 35, 1-16. http://dx.doi.org/ 10.1016/j.esp.2013.11.002. Handford, M. (2010). The languages of business meetings. Cambridge: Cambridge University Press. Koester, A. (2006). Investigating workplace discourse. London: Routledge. Koester, A. (2012). Workplace discourse. London: Continuum. Zhang, Z. (2013). Business English students learning to write for international business: What do international business practitioners have to say about their texts? English for Specific Purposes, 32(3), 144-156. http://dx.doi.org/10.1016/j.esp.2013.01.002. Álvaro Subero-Sáenz, PhD in English Applied Linguistics from Universitat Jaume I, is an associate professor at Hubei University of Science and Technology. He is involved in teaching English for Business Communication. His main research fields are English for professional and academic purposes, with focus on Business English, corporate communication and the use of Business English as a Lingua Franca.
Álvaro Subero-Sáenz Hubei University of Science and Technology, China E-mail addresses: [email protected], [email protected] Available online 12 February 2016
http://dx.doi.org/10.1016/j.esp.2016.01.005
Language for Specific Purposes, Sandra Gollin-Kies, David R. Hall, Stephen H. Moore. Palgrave Macmillan, UK (2015). xviD276 pp., US $39.99, Paperback, ISBN: 978-1403946409 The need for specialized language skills due to global changing academic and professional needs can be observed in the variety and number of courses currently available such as French for Medics, Legal Spanish, Mandarin for Business, and the like. Although English for Specific Purposes (ESP) is a branch of Language for Specific Purposes (LSP), research in ESP is the one usually recalled. However, the authors of Language for Specific Purposes make sure to include examples of work that has been done in languages other than English to illustrate the overlaps between pedagogy, research and the uniqueness of the contexts where these courses are required. This book is part of the series Research and Practice in Applied Linguistics by the Linguistics Department at Macquarie University, Australia and it is aimed at graduate students in Applied Linguistics, TESOL, and language professionals as well. The authors begin by introducing each of the LSP phrase’s terms. Regarding language, they examine the different interpretations shaped by the views of language study and the dynamic nature of language. Specific might refer to the degree of specificity needed and what is considered to determine what to include in the teaching-learning situation. Finally, the authors discuss the decision about the purpose and how immediate this purpose is. This book includes thirteen chapters divided in four parts: Concepts and Issues, LSP in the Classroom, Conducting Applied Research in LSP and Resources. The first part “Concepts and Issues” contains three chapters. The first chapter provides a historical account of LSP from the decades of the renaissance to the present. It mentions how LSP has developed due to the importance of effective communication that ensures understanding of scientific developments, international trade and
Reviews / English for Specific Purposes 43 (2016) 69–76
75
political issues, and how this perception has changed to include not only lexical items and phrases, but also the communicative situation. This section includes a summary of the theory, practices and research in LSP evolution from the communicative language teaching and notional syllabuses, and the instructors as materials writers to more current practices such as data-driven and collaborative approaches. Chapter 2 elaborates on globalization, the development of new technologies, and new approaches to language and learning as key trends affecting LSP. According to the authors, globalization can be seen through either positive or negative lenses as an open attitude towards different ideas or a reduction of cultures and languages. Movements such as international students having the opportunity to study in foreign countries, the labeling of international English, and outsourcing are affected by the stance we take on our understanding of globalization. This globalization has increased the demand for LSP and interestingly, the authors mention how instruction in languages other than English has currently more demand than before. They point out how this instruction is generally non-academic but practical and mainly related to business. They also mention a still perpetuating attitude that promotes native speakers as the ideal instructors and how in order to achieve success in life, people should learn English. Kachru’s (1986) concentric circles model is brought up to evaluate how there is a blurred line between native and non-native speakers of English. An interesting example mentioned is how some speakers from the “inner circle” are actually immigrant descendents who speak other language(s) at home that might hinder their vocabulary or writing skills. In a similar vein, some “outer circle” bilinguals can have near native or native like proficiency due to their access to technology and higher levels of education. Standard English status is also contested. Additionally, the authors mention the great possibility of not getting published if standard academic English is not used. The development of new technologies has allowed more communication modes and access to teaching and learning material. Multimodality has also permitted a more personalized instruction based on students’ needs or preferences. It is precisely globalization and the access to multimodality what has reshaped new approaches to language and learning which is more content-based and in contexts where it is possible, experiential learning is promoted. In addition to this, collaboration between disciplines has encouraged a richer range of theory and research methods. Chapter 3 outlines themes related to learning, teaching and researching LSP. Intercultural and cross-cultural communications are distinguished as part of new approaches to language and learning. Issues of identity and authenticity are explored as well as critical approaches in LSP. Pedagogical innovations have been possible due to the amounts of specific data available in the internet; access to examples of texts from different fields is now available through corpora and analyses of words, phrases and patterns is easier. However, a drawback is that access to these data is not universal. Part II “LSP in the classroom” includes chapters 4 to 9. Chapter 4 discusses the contexts in which LSP teaching is required and how the immediacy of the need and opportunity to experience learning in the target or non-target language environment affects expectations of the program. The importance of investigating the stakeholders’ motivations and the focus of the needs analysis is presented as well as the basis of course planning. Chapter 5 presents issues related to LSP course design and implementation. The authors explore the history of course design and the perspectives from which articles have been published such as logistical issues. Another issue covered is related to the organizational structure in universities and who makes important decisions regarding LSP. The specificity of LSP courses and how possible it is to use the same material for other courses and the current access to resources through internet allow more participation from students and language analysis that can help identify what students need to learn. Chapter 6 defines assessment and evaluation and the implications regarding validity and reliability in the LSP context. It discusses types of tests: high-stakes, standardized, and placement tests. The role of self-assessment and the matching of testing methods to the teaching methods is also examined. LSP in interdisciplinary and multidisciplinary contexts is explored in Chapter 7. The authors discuss arguments in relation to the specificity in LSP contexts and the communicative needs of the professional life as they are brought out in the LSP class activities. In Chapter 8 a differentiation of LSP teaching and general language teaching is addressed. Examples of research informed pedagogical practices such as case studies, projects and a multiliteracy framework are presented in this section. Issues related to LSP classroom management and professional development are discussed in Chapter 9. This chapter brings about interesting scenarios in which classroom management can be challenging either because students are more autonomous, need more help from the LSP instructor or because instructors feel the pressure to understand content. Ongoing professional development is also discussed along with the main reasons of its importance. Part III “Conducting Applied Research in LSP” includes chapters 10 to 12. Chapter 10 presents an overview of LSP research and its key terms along with some research approaches currently used such as discourse analysis, mixed methods and more qualitative studies. Tables summarizing useful information are included: the characteristics of research paradigms, the characteristics of case studies and other compatible approaches, and action research methods and techniques. Chapter 11 describes thoroughly published case studies of LSP research and gives advice on approaches and methods; the types of topics and methodologies presented here can help the emerging LSP researchers (re)shape their practices. Chapter 12 includes 18 researchable projects related to stakeholders, needs analysis, course design and evaluation, learner assessment, classroom management, and action research among others. The end of this chapter has relevant information about where and how to get published in LSP. Part IV consists of a chapter with useful resources for the LSP practitioner such as books, links to journals, LSP associations and information about conferences. Other relevant resources include bibliography related to research in applied linguistics, links to software for data analysis and corpora searching, and finally, information about how to get published. Although many of the examples and references in the book come from ESP research or ESP well-known authors in the ESP field, the authors make sure to include examples of research in languages other than English. In reference to this, a good point
76
Reviews / English for Specific Purposes 43 (2016) 69–76
is made in the introduction stating that even though there is a plethora of research in ESP, LSP studies can also be found and are on the rise; consequently, this inclusive term should be used. Valuable features I see in this book are the inclusion of relevant quotes about the same concepts seen from the perspectives of different key LSP authors, which helps the reader see an evolution of the concept or how opinions are contested, and also the inclusion of case studies which exemplify factors or aspects discussed in the sections. The book also includes relevant information about research practices and approaches and possible research projects which contribute to fostering the idea of conducting empirical research. Additionally, the research resources provided in the last chapter include the ESP basic reads such as Dudley-Evans and St. John (1998), Hutchinson and Waters (1987), Jordan (1997), Robinson (1991), and Swales (1988, 1990), and LSP journals along with current research approaches such as corpora analysis. Being an ESP instructor myself, I would have liked to see more practical advice about classroom management. One scenario authors presented in relation to classroom management is about having mixed-aged learners; however, a more common recurring scenario I have encountered is having mixed-levels. In spite of this minor gap, Language for Specific Purposes is overall a practical resource for the current and future LSP practitioners. References Dudley-Evans, T., & St. John, M. J. (1998). Developments in English for specific purposes: A multi-disciplinary approach. New York: Cambridge University Press. Hutchinson, T., & Waters, A. (1987). English for specific purposes: A learning centered approach. Cambridge: Cambridge University Press. Jordan, R. R. (1997). English for academic purposes: A guide and resource book for teachers. Cambridge, UK: Cambridge University Press. Kachru, B. B. (1986). The alchemy of English: The spread, functions and models of non-native Englishes. Oxford, UK: Pergamon Press. Robinson, P. (1991). ESP today: A practitioner’s guide. UK: Prentice-Hall International. Swales, J. M. (1988). Episodes in ESP: A source and reference book on the development of English for Science and Technology. New York: Prentice-Hall. Swales, J. M. (1990). Genre analysis: English in academic and research settings. Cambridge: Cambridge University Press. Migdalia E. Rodríguez is a lecturer in the Department of Foreign Languages at the University of Sonora in Mexico. She is currently a PhD candidate at the University of Arizona in the US in the Second Language Acquisition and Teaching (SLAT) program. She has developed online ESP courses and teaches ESP elective courses in the BA in ELT program at UniSon. Her research interests are online language teacher education (OLTE), corpus linguistics and ESP material development.
Migdalia E. Rodríguez Rosales Department of Foreign Languages, University of Sonora, Hermosillo, Sonora, Mexico E-mail address: [email protected] Available online 25 April 2016
http://dx.doi.org/10.1016/j.esp.2016.04.002