ESP vs. EGP Quiz

Flipping the Classroom

• Flipping the classroom involves presenting pre-class content (lectures, content, background knowledge, or real-life experiences) through online resources like podcasts, YouTube videos, and other online materials.
• This means homework is done in the classroom with teacher assistance.
• The flipped classroom is NOT just online videos, a replacement for teachers, an online class, or students working without structure, in isolation, or spending the entire class online.
• The flipped classroom is a way to increase teacher contact time, increase student responsibility, and blend direct instruction with constructivist learning.

Content and Language Integrated Learning (CLIL)

• CLIL is a generic term for educational situations using a language (other than the most common language in the environment) for subjects other than language itself.
• Key CLIL characteristics include:
  • Content learning and language learning happening together.
  • CLIL is not just about language.

Five Dimensions of CLIL

• Culture Dimension (CULTIX): Build intercultural knowledge, develop intercultural communication skills, learn about neighboring countries/regions and/or minority groups, and introduce cultural contexts.
• Environment Dimension (ENTIX): Prepare for internationalization (specifically EU-integration), access international certification, and enhance school profiles.
• Language Dimension (LANTIX): Improve overall target language competence, develop oral communication skills, develop plurilingual interests and attitudes, and introduce a target language.
• Content Dimension (CONTIX): Provide opportunities to study content through different perspectives, access subject-specific target language terminology, and prepare for future studies and working life.
• Learning Dimension (LEARNTIX): Complement individual learning strategies, diversify methods and forms of classroom practice, and increase learner motivation.

An Outline and History of CLIL

• CLIL's roots include Canadian immersion experiments (1960s), bilingual streams in German and French schools following the peace treaty in France (1960s), and Belgium's German bilingual model (1990).
• A legal act in Finland (1991) allowed the introduction of other languages as instruction mediums.
• The Netherlands (1991) saw "Widening Horizons" promoting bilingual education.
• The Treaty of Maastricht (1992) and "White Papers" (1995) further recognized bilingual educational concepts.
• The Committee of Ministers of the Council of Europe (1998) encouraged the use of foreign languages in non-linguistic subjects.
• An Action Plan Promoting Language Learning and Linguistic Diversity (2000–2006) was published.
• A Progress Report (2004) emphasized the generalization of content and language integrated learning.

Content Learning in CLIL

• Content learning within CLIL is found to be versatile, not suffering, rather becoming more adaptable.
• Supporting data shows a correlation of high/good marks in certain topics/disciplines (geography, biology) and lower/good marks in another (mathematics).
• Varied topics in CLIL across Europe, from math to history, biology to physical education, exist.
• The most popular subjects in CLIL in Europe are geography and biology.

Language Learning in CLIL

• Language in CLIL is a tool for everyday life and used to integrate both content and language learning, thus mirroring real life.
• Key CLIL learner questions are: How well do CLIL learners learn target languages? ; How do learners develop their speaking, writing, listening, and reading abilities?; How do learners cope with grammar, vocabulary, and pronunciation?; and When and how do CLIL learners use their mother tongue during CLIL lessons?

Curricular Models for CLIL

• There are various curricular models for CLIL:
  • Model A (teacher-based, continuous pair/group work).
  • Model B (mostly teacher-based, limited pair/group work).
  • Model C (mostly teacher-based, limited L2 medium instruction, code-switching).
  • Model D (variant types, allowing for different instructional approaches).
• Different types of lessons within Models B, C, and D include single/dual focus (content-only or content and language).

The CLIL Learner

• CLIL learners develop concepts and schema's in a new language, develop original concepts unfettered by linguistic constraints, and express themselves adequately.
• High linguistic proficiency and academic competence are seen to result, and learners are more autonomous compared to traditional language learners.
• The CLIL learner processes content more deeply.

The CLIL Teacher

• Recognizing learners' linguistic competence is essential; CLIL teachers adapt content and methods (code-switching).
• Idealized competencies in CLIL teachers include sufficient target language knowledge and pragmatic skills for teaching input to learners, comprehension of the differences and similarities between language learning and acquisition, the ability to identify linguistic difficulties, ability to use communication methods that facilitate understanding, and ability to use strategies for correction and modeling.
• Material development and evaluation/assessment skills are crucial to CLIL teachers, as well as the ability to work with diverse learners.

CLIL and European Integration

• Discussion of CLIL implementation in Germany, the Netherlands, Italy, and Finland.
• These countries have their own educational policies and target languages and often teachers receive dual or singular qualifications. Percentage of certain subjects taught in English varies.

Conclusions and Problems/Benefits?

• Discusses problems and benefits for CLIL learners, teachers, schools, and society in relation to the goals and process(es) of delivering CLIL.

English for Specific Purposes (ESP)

• ESP uses a particular variety of English tailored to specific contexts and learner needs—differing from General English.
• Key aspects of ESP include:
  • Learner needs analysis.
  • Curriculum and instruction tailored to learner needs.
  • Suitable methodologies.
  • Materials development.
  • Assessment tools.

Needs in ESP

• Needs in ESP programs are categorized into
  • Target Needs: what the learner needs to do in the target situation (i.e., what they need to know for the skill/work).
  • Learning Needs: what the learner needs to do to learn.
• The learner's necessities, lacks, and wants (i.e., perception of needs) can differ from teachers' views.
• Target Situation Analysis (TSA), Learning Situation Analysis (LSA), Present Situation Analysis (PSA) determine the different needs of different learners.

Methods for Needs Analysis

• Methods such as tests, questionnaires, interviews, observations, and case studies support in analyzing and determining learning needs.

ESP Course Design Considerations

• Course design considers issues such as:
  • Specificity of ESP courses: How specific should ESP courses be?
  • Integration of the four language skills.
  • Special methodological approaches suitable for ESP.
  • Materials: Textbook vs. in-house materials. How authentic should teaching materials be?

ESP Methodology

• ESP pedagogy differs from General English, especially in using students' knowledge to determine appropriateness.

Teacher Well-being/Stress/Burnout

• The discussion includes:
  • Trends in teacher satisfaction, burnout, and attrition.
  • Reasons for these trends.
  • Teacher stress sources (federal, state, district, school policies; school organization; job demands; work resources; social-emotional skills).
  • Impacts of teacher stress (on teachers' performance, health, and absenteeism; and on student achievement, continuity, and costs).
  • Teacher's burnout and its consequences for students (emotional exhaustion, de-personalization, lack of accomplishment).
  • Teacher stress and its effect on students' performance and health.
  • Factors that lead teachers to leave or stay teaching.
  • Strategies for creating a caring school.
  • Setting goals for today to focus on teacher needs as a central problem, experts, innovation, and usable solutions.

Matura Exam 2025 (English Language Requirements)

• The exam's purpose: Assess English proficiency for high school graduates.
• Its importance: Entry requirement for higher education/professional opportunities.
• Written component: Listening, reading, language use, short written tasks (basic level).
• Written component: Listening, reading, complex tasks, essay writing (extended level).
• Oral component: Face-to-face interview, warm-up conversation, picture-based tasks, opinion-based tasks.
• Minimum scores to pass (basic & extended levels).
• Important skills for success: Understanding main ideas & details (reading), structured arguments and clarity with grammar (writing); confidence, accuracy & interaction (speaking).
• Useful resources for success: Official Guidelines, Practice Tests (Cambridge & Oxford materials), Online Platforms (Duolingo, BBC Learning English, YouTube channels).
• Common challenges and how to overcome them: Time management, stress, language accuracy.

Test your understanding of English for Specific Purposes (ESP) in comparison with English for General Purposes (EGP). This quiz covers essential characteristics, needs analysis, and growth factors related to ESP. Enhance your knowledge in this specialized area of language education.