Workshop on Sharing Best Practices in ESP Training - BILC Professional Development Seminar 2024

Austrian Austrian Armed National National Defence Armed Forces Language Institute Forces Language Institute Defence Academy Academy Workshop Sharing Best Practices in ESP Training BILC Professional Development Seminar - Prague 2024 Summary of results The Team Terms & Definitions Challenges & Issues Best practices, Ideas, and Recommendations

The Team Peggy Garza, PLTCE Anna di Virgilio, ITA Dugald Sturges, DEU LTC Marharyta Aristarkhova, UKR Olena Filatova, UKR Jitka Vone ov , CZE MAJ Jonathan Diaz, COL CPT Alexander Triana, COL Besa Hashani, SHAPE CDR Jose Maria Montero, SPAIN J rgen Kotzian, AUT (facilitator)

Austrian Austrian Armed National National Defence Armed Forces Language Institute Forces Language Institute Defence Academy Academy ESP Courses a definition English language courses based on the analysis of learner needs designed to meet the needs of the learner! Using the methodology and activities of the respective discipline (weapon handling, marching drill, military decision-making process etc.) Centred on the language, skills and genres appropriate to these disciplines (giving instructions, writing reports, orders, analyses, etc.) (Woodrow, 2018)

Austrian Austrian Armed National National Defence Armed Forces Language Institute Forces Language Institute Defence Academy Academy Needs analysis The initial stage in ESP course design. Data is collected from the major stakeholders and the target communicative situation is analyzed. Based on these findings, a course can then be drawn up that identifies what learners need to learn in order to operate in the target communicative situation. There are two levels: 1) Decision makers 2) Target audience

Austrian Austrian Armed National National Defence Armed Forces Language Institute Forces Language Institute Defence Academy Academy Target-situation analysis A term used in needs analysis to refer to data collected in relation to the target communicative situation (TCS). The target communicative situation is the end goal of the learning and The target communicative situation is the end goal of the learning and reflects authentic situated interaction. reflects authentic situated interaction.

Austrian Austrian Armed National National Defence Armed Forces Language Institute Forces Language Institute Defence Academy Academy Discourse analysis Involves the analysis of texts spoken or written in terms of structure, language and vocabulary. In current approaches to ESP course design, discourse analysis of texts from the TCS plays an important role. CONVERSATION ANALYSIS focuses on the intricacies of spoken language. The analysis looks at turn-taking, discourse markers, openings and closings.

Austrian Austrian Armed National National Defence Armed Forces Language Institute Forces Language Institute Defence Academy Academy Challenges in ESP training Pt. 1 Workshop Prague 2024 Bespoke course design incl. syllabus Defining learning objectives and outcomes Selection of material relevant to the audience Teacher domain-specific qualification (credibility etc.) The students are professionals, who might know more about the topic than the teacher. Preparation very time-consuming for a relatively short course duration

Austrian Austrian Armed National National Defence Armed Forces Language Institute Forces Language Institute Defence Academy Academy Challenges in ESP training Pt. 2 Workshop Prague 2024 Identification of specific communicative tasks needed (TCS analysis) Needs analysis on different levels (decision makers, target audience) Managing student expectations Involvement of SMEs in course design and team-teaching Mixed ability level of students

Best practices, ideas and recommendations Pt 1: Workshop Prague 2024 Austrian Austrian Armed National National Defence Armed Forces Language Institute Forces Language Institute Defence Academy Academy Conduct needs analysis as early as possible. Involve all relevant stakeholders. Find partners in the system, who want the course to be a success Consult subject matter experts (SMEs) and get them on board as soon as possible to assist in course design and possibly teach. Conduct a thorough needs analysis of the target communicative situations. In some cases it might be useful, to talk to your possible future students. Find out what they really need. Conduct thorough research for authentic materials (manuals, publications, videos, audios etc.) Make sure the course design reflects the target audience needs. Make sure the students understand the learning objectives and outcomes of the course. Make sure the students understand the learning objectives and outcomes of the course.

Best practices, ideas and recommendations Pt 2: Workshop Prague 2024 Austrian Austrian Armed National National Defence Armed Forces Language Institute Forces Language Institute Defence Academy Academy Provide enough time for the teachers/instructors to prepare. Prepare a comprehensive list of further research material. If SMEs will teach in the course, set up clear rules for the cooperation If SMEs will teach in the course, set up clear rules for the cooperation between civilian English teachers and SMEs. between civilian English teachers and SMEs. Be prepared to make adjustments based on continuous formative Be prepared to make adjustments based on continuous formative assessment. assessment. Possible classroom tactic: Have students teach each other. Use ex students as (co-)instructors. Make an alumni club. Make the students your allies! Make the students your allies!

Austrian Austrian Armed National National Defence Armed Forces Language Institute Forces Language Institute Defence Academy Academy References Definitions taken from WOODROW, Lindy: Introducing Course Design in English for Specific Purposes. Routledge, New York 2018