This paper presents the efforts to help create a bilingual (French-English) campus at the Institut national polytechnique Félix Houphouët-Boigny (INP-HB) in Yamoussoukro, Ivory Coast. During a four-month stint on campus, the author conducted a needs assessment that included 1) the current state of the institute; 2) the needs and recommendations of multinational corporations that employ institute graduates; 3) the current levels of English of faculty and students; 4) the discussion of pedagogical strategies; and 5) recommendations for future action. Many significant challenges face the 3,000 students and 500 faculty and staff at INP-HB: an isolated location, a curriculum taught only in French, weak English skills, the presence of few native English-speaking faculty on campus, the prohibitive cost of study abroad in the United States or the United Kingdom, and the outdated methods used to teach English in Ivorian secondary schools and higher education institutions. This project represents a classic challenge to strengthen interdisciplinary connections between English for Special Purposes faculty and faculty representing INP-HB’s professional schools.
{"title":"Creating a bilingual campus at a polytechnic institute in French West Africa: Interdisciplinary issues, challenges and recommendations","authors":"Steven J. Sacco","doi":"10.4079/gbl.v20.10","DOIUrl":"https://doi.org/10.4079/gbl.v20.10","url":null,"abstract":"This paper presents the efforts to help create a bilingual (French-English) campus at the Institut national polytechnique Félix Houphouët-Boigny (INP-HB) in Yamoussoukro, Ivory Coast. During a four-month stint on campus, the author conducted a needs assessment that included 1) the current state of the institute; 2) the needs and recommendations of multinational corporations that employ institute graduates; 3) the current levels of English of faculty and students; 4) the discussion of pedagogical strategies; and 5) recommendations for future action. Many significant challenges face the 3,000 students and 500 faculty and staff at INP-HB: an isolated location, a curriculum taught only in French, weak English skills, the presence of few native English-speaking faculty on campus, the prohibitive cost of study abroad in the United States or the United Kingdom, and the outdated methods used to teach English in Ivorian secondary schools and higher education institutions. This project represents a classic challenge to strengthen interdisciplinary connections between English for Special Purposes faculty and faculty representing INP-HB’s professional schools.","PeriodicalId":34034,"journal":{"name":"Global Business Languages","volume":"20 1","pages":"174-186"},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70607392","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article analyzes the outcomes of an intensive Spanish course for nursing students of various Spanish language abilities. The course objectives were to enable the students to conduct a nursing assessment interview and data gathering in Spanish, as well as providing instructions and recording information for vital signs and a head-to-toe physical exam. Treating these interactions as standard communicative frames, utilizing Goffman’s (1974) schema, guided the course development. Vocabulary and grammar were restricted to the needs of the assigned tasks, and concentrated on speaking and receptive abilities, not on writing or reading. The course was successful in achieving the stated course objectives, and students demonstrated basic communication skills and the ability to perform the assigned tasks in Spanish at the end of the course.
{"title":"Integrated curriculum design: Outcomes of a two-week Spanish intensive course for nursing students","authors":"M. E. Pérez","doi":"10.4079/gbl.v20.8","DOIUrl":"https://doi.org/10.4079/gbl.v20.8","url":null,"abstract":"This article analyzes the outcomes of an intensive Spanish course for nursing students of various Spanish language abilities. The course objectives were to enable the students to conduct a nursing assessment interview and data gathering in Spanish, as well as providing instructions and recording information for vital signs and a head-to-toe physical exam. Treating these interactions as standard communicative frames, utilizing Goffman’s (1974) schema, guided the course development. Vocabulary and grammar were restricted to the needs of the assigned tasks, and concentrated on speaking and receptive abilities, not on writing or reading. The course was successful in achieving the stated course objectives, and students demonstrated basic communication skills and the ability to perform the assigned tasks in Spanish at the end of the course.","PeriodicalId":34034,"journal":{"name":"Global Business Languages","volume":"20 1","pages":"126-156"},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70610403","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
As part of a plan to create a minor in Professional Spanish, an introductory Legal Spanish course was launched at a large Midwestern university. The course, it was thought, would complement three other LSP courses being offered in the program and could be useful for a number of service careers, such as law enforcement, social work, public safety, public administration, foreign service and officers of the courts. In 2016, after two years of offering the course, students were surveyed to ascertain their perceptions of the various components, as well as their overall assessment of the course and how it could be improved. The results indicate that students generally considered the course to be useful for their future career and community roles and that they most valued the hands-on and practical experiences of the course. These and other insights are taken into consideration in discussing the design of an intermediate-level introductory course in Legal Spanish as well as proposing directions for further development.
{"title":"Designing an intermediate-level introductory legal Spanish course","authors":"Lisa Huempfner","doi":"10.4079/gbl.v20.6","DOIUrl":"https://doi.org/10.4079/gbl.v20.6","url":null,"abstract":"As part of a plan to create a minor in Professional Spanish, an introductory Legal Spanish course was launched at a large Midwestern university. The course, it was thought, would complement three other LSP courses being offered in the program and could be useful for a number of service careers, such as law enforcement, social work, public safety, public administration, foreign service and officers of the courts. In 2016, after two years of offering the course, students were surveyed to ascertain their perceptions of the various components, as well as their overall assessment of the course and how it could be improved. The results indicate that students generally considered the course to be useful for their future career and community roles and that they most valued the hands-on and practical experiences of the course. These and other insights are taken into consideration in discussing the design of an intermediate-level introductory course in Legal Spanish as well as proposing directions for further development.","PeriodicalId":34034,"journal":{"name":"Global Business Languages","volume":"08 1","pages":"86-107"},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70610272","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This research article provides an overview of the online material available for business Portuguese classes in the United States and it explores the potential for digital instruction. It also shows the results of a needs-analysis survey conducted with 111 participants, including business people and university students in the United States. It also offers a proposal for a business Portuguese class that takes advantage of digital instruction resources already available.
{"title":"Business Portuguese in the age of digital instruction","authors":"Eduardo Silva","doi":"10.4079/gbl.v20.3","DOIUrl":"https://doi.org/10.4079/gbl.v20.3","url":null,"abstract":"This research article provides an overview of the online material available for business Portuguese classes in the United States and it explores the potential for digital instruction. It also shows the results of a needs-analysis survey conducted with 111 participants, including business people and university students in the United States. It also offers a proposal for a business Portuguese class that takes advantage of digital instruction resources already available.","PeriodicalId":34034,"journal":{"name":"Global Business Languages","volume":"20 1","pages":"41-52"},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70610193","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Qiaona Yu, A. Vincent, Audra L. Merfeld-Langston, Carmen Pérez-Muñoz
Since its inception in the 1970s, the field of Language for Specific Purposes (LSP) in the United States has continually adapted to ever-changing real-world needs. Its evolution has contributed to its increasing relevance, though the field faces ongoing challenges presented by the gap between its interdisciplinary nature and a lack of instructor expertise in the LSP content area, and thus calls for collaborations among institutions and communities. Reviewing successful collaborations in LSP, this chapter proposes an interdisciplinary collaboration taxonomy that aims to describe, compare, and evaluate such collaborations. The taxonomy categorizes LSP interdisciplinary collaborations at resource, project, course, and program levels, through intra-institutional and extra-institutional partnership. Furthermore, this chapter showcases examples of such collaborations at two institutions in courses of business Chinese, business French, medical Spanish, and a minor in Latin American studies for technical applications. These successful experiences demonstrate how LSP instructors can conduct intra- and extra-institutional collaboration with varying degrees of interactivity and on various scales to align the course with discipline standards. Each example also reflects on challenges and share tips related to logistics for replication and future development.
{"title":"Collaborating across organizational lines in Language for Specific Purposes","authors":"Qiaona Yu, A. Vincent, Audra L. Merfeld-Langston, Carmen Pérez-Muñoz","doi":"10.4079/gbl.v20.1","DOIUrl":"https://doi.org/10.4079/gbl.v20.1","url":null,"abstract":"Since its inception in the 1970s, the field of Language for Specific Purposes (LSP) in the United States has continually adapted to ever-changing real-world needs. Its evolution has contributed to its increasing relevance, though the field faces ongoing challenges presented by the gap between its interdisciplinary nature and a lack of instructor expertise in the LSP content area, and thus calls for collaborations among institutions and communities. Reviewing successful collaborations in LSP, this chapter proposes an interdisciplinary collaboration taxonomy that aims to describe, compare, and evaluate such collaborations. The taxonomy categorizes LSP interdisciplinary collaborations at resource, project, course, and program levels, through intra-institutional and extra-institutional partnership. Furthermore, this chapter showcases examples of such collaborations at two institutions in courses of business Chinese, business French, medical Spanish, and a minor in Latin American studies for technical applications. These successful experiences demonstrate how LSP instructors can conduct intra- and extra-institutional collaboration with varying degrees of interactivity and on various scales to align the course with discipline standards. Each example also reflects on challenges and share tips related to logistics for replication and future development.","PeriodicalId":34034,"journal":{"name":"Global Business Languages","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70606992","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The purpose of this applied expository paper is to demonstrate how world language teachers at the secondary level can incorporate Languages for Specific Purposes (LSP) principles into their courses when it is not possible to offer standalone LSP courses. Multiple examples are provided that illustrate how many traditional classroom lessons, communicative activities, and projects can be reframed to incorporate interdisciplinary connections to provide students with a skill set that focuses on global awareness and communication, as well as economic and financial literacy. One rural and persistently low-performing school district created initiatives to integrate reading apprenticeship strategies, writing across the curriculum, and number fluency into weekly lessons in all classrooms at all grade levels in order to increase student academic achievement. Beginning world language courses at the secondary level, reframed through an LSP lens, can provide valuable support to other content areas. Further, these courses may potentially increase student engagement within the classroom and cause higher achievement on state assessments across multiple disciplines.
{"title":"A question of reframing: How LSP improves math fluency, economics, and financial literacy at the secondary level","authors":"Sean R. Hill","doi":"10.4079/gbl.v20.2","DOIUrl":"https://doi.org/10.4079/gbl.v20.2","url":null,"abstract":"The purpose of this applied expository paper is to demonstrate how world language teachers at the secondary level can incorporate Languages for Specific Purposes (LSP) principles into their courses when it is not possible to offer standalone LSP courses. Multiple examples are provided that illustrate how many traditional classroom lessons, communicative activities, and projects can be reframed to incorporate interdisciplinary connections to provide students with a skill set that focuses on global awareness and communication, as well as economic and financial literacy. One rural and persistently low-performing school district created initiatives to integrate reading apprenticeship strategies, writing across the curriculum, and number fluency into weekly lessons in all classrooms at all grade levels in order to increase student academic achievement. Beginning world language courses at the secondary level, reframed through an LSP lens, can provide valuable support to other content areas. Further, these courses may potentially increase student engagement within the classroom and cause higher achievement on state assessments across multiple disciplines.","PeriodicalId":34034,"journal":{"name":"Global Business Languages","volume":"20 1","pages":"20-38"},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70610564","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"The new Global Business Languages journal: Not just business as usual","authors":"Margaret Gonglewski, Mohssen Esseesy","doi":"10.4079/gbl.v20.11","DOIUrl":"https://doi.org/10.4079/gbl.v20.11","url":null,"abstract":"","PeriodicalId":34034,"journal":{"name":"Global Business Languages","volume":"20 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70606905","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This essay examines methods for integrating Business Russian into the classroom for the specific purpose of real-world research application. Included are both the Language for Specific Purposes (LSP) methodology used within the classroom (Crouse, 2013) to engage in this type of research in Russian, as well as the results of student-centered inquiry (McCarthy, 2015). The practical results of the research are then presented in a brief history of why five select companies came to conduct business in Russia and the results of inquiries to these companies as a specific study with repercussions for the pedagogy. A list of best practices for conducting business in Russia, gained from the branches of the US companies that continue to successfully operate in Russia despite sanctions, expulsions, and diplomatic difficulties follows. The conclusions drawn from the teaching of language for a specific purpose and its practical results demonstrate the need for such high-impact (community-based learning, oral history interviews, and integrated study abroad) practices in education today.
{"title":"Language for a specific purpose: Business Russian","authors":"Annalisa Czeczulin, Caroline Greydak","doi":"10.4079/gbl.v20.4","DOIUrl":"https://doi.org/10.4079/gbl.v20.4","url":null,"abstract":"This essay examines methods for integrating Business Russian into the classroom for the specific purpose of real-world research application. Included are both the Language for Specific Purposes (LSP) methodology used within the classroom (Crouse, 2013) to engage in this type of research in Russian, as well as the results of student-centered inquiry (McCarthy, 2015). The practical results of the research are then presented in a brief history of why five select companies came to conduct business in Russia and the results of inquiries to these companies as a specific study with repercussions for the pedagogy. A list of best practices for conducting business in Russia, gained from the branches of the US companies that continue to successfully operate in Russia despite sanctions, expulsions, and diplomatic difficulties follows. The conclusions drawn from the teaching of language for a specific purpose and its practical results demonstrate the need for such high-impact (community-based learning, oral history interviews, and integrated study abroad) practices in education today.","PeriodicalId":34034,"journal":{"name":"Global Business Languages","volume":"20 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70610130","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
With English language instruction becoming increasingly more specialized in higher education institutions around the globe, English for Specific Purposes (ESP) practitioners are facing a unique challenge in developing language courses that require considerable knowledge of a specific discipline in order to make it applicable to students and to meet their specific language needs. In the case of Engineering, which is the target discipline in this study, substantial empirical research has been published describing general discipline-specific requirements as well as common challenges that second language (L2) students face in various pedagogical contexts (e.g., Kaewpet, 2009; Pritchard & Nasr, 2004; Rowley-Jolivet, 2015; Rozycki & Johnson, 2013). Yet research investigating the vocabulary demands of pedagogical materials utilized in various sub-fields within the same discipline is limited. Therefore, the present study examined the extent to which the vocabulary demands of the pedagogical materials employed in ESP courses in Thermal-Power, Computer, and Chemical Engineering in Russia were comparable across the courses and achievable for the students. The results indicated that vocabulary coverage varied considerably across the three disciplines, with Chemical Engineering texts requiring the largest vocabulary size for adequate comprehension. The implications of the study for materials development and teaching ESP courses in various Engineering sub-fields are discussed.
{"title":"Vocabulary demands for engineering students studying English in Russia: Comparing ESP course materials across three engineering disciplines","authors":"Tatiana Nekrasova-Beker","doi":"10.4079/gbl.v20.9","DOIUrl":"https://doi.org/10.4079/gbl.v20.9","url":null,"abstract":"With English language instruction becoming increasingly more specialized in higher education institutions around the globe, English for Specific Purposes (ESP) practitioners are facing a unique challenge in developing language courses that require considerable knowledge of a specific discipline in order to make it applicable to students and to meet their specific language needs. In the case of Engineering, which is the target discipline in this study, substantial empirical research has been published describing general discipline-specific requirements as well as common challenges that second language (L2) students face in various pedagogical contexts (e.g., Kaewpet, 2009; Pritchard & Nasr, 2004; Rowley-Jolivet, 2015; Rozycki & Johnson, 2013). Yet research investigating the vocabulary demands of pedagogical materials utilized in various sub-fields within the same discipline is limited. Therefore, the present study examined the extent to which the vocabulary demands of the pedagogical materials employed in ESP courses in Thermal-Power, Computer, and Chemical Engineering in Russia were comparable across the courses and achievable for the students. The results indicated that vocabulary coverage varied considerably across the three disciplines, with Chemical Engineering texts requiring the largest vocabulary size for adequate comprehension. The implications of the study for materials development and teaching ESP courses in various Engineering sub-fields are discussed.","PeriodicalId":34034,"journal":{"name":"Global Business Languages","volume":"20 1","pages":"159-171"},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70610460","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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