An ESP approach to EFL/ESL teacher training

Abstract

The concentration on learner needs in ESP programmes has led to the neglect of teacher needs, particularly in the case of teacher-training courses. A solution to the problem is to apply ESP principles to the design of teacher-training courses for “general English” teachers. The language needs of EFL/ESL teachers, both those required to complete courses successfully (course needs/study skills) and to operate in a full professional role (teaching needs/activities) are described. By integrating training course content with teachers' language requirements we can develop ESP courses for teachers. A multilevel model of course design is presented, each level moving from content, through format and methodology, to the language required to understand content. The syllabus can be adjusted to suit the conceptual and linguistic requirements of teachers on particular courses, while maintaining the subject-language link at all times. The concept of ESP for teachers reveals the need for research into (a) the language difficulties experienced by teachers on English language-teaching training courses, (b) the language of EFL/ESL teaching, and (c) the structure of both spoken and written academic English language teaching and applied linguistics texts.