What is expertise in language teaching? Balancing between LAP
and LSP.

J 2021

What is expertise in language teaching? Balancing between LAP and LSP.

SUCHOMELOVÁ-POLOMSKA, Agnieszka

Základní údaje

Originální název

What is expertise in language teaching? Balancing between LAP and LSP.

Autoři

SUCHOMELOVÁ-POLOMSKA, Agnieszka

Vydání

CASALC Review, Česká a slovenská asociace učitelů jazykových center na vysokých školách, 2021, 1804-9435

Další údaje

Jazyk

angličtina

Typ výsledku

Článek v odborném periodiku

Stát vydavatele

Česká republika

Utajení

není předmětem státního či obchodního tajemství

Odkazy

URL

Označené pro přenos do RIV

Organizační jednotka

Centrum jazykového vzdělávání

DOI

https://doi.org/10.5817/CASALC2021-1-8

Klíčová slova anglicky

LAP, LSP, academic skills, soft skills, transferable skills, functional language, student autonomy, student-generated content, interdisciplinarity

Příznaky

Recenzováno

Změněno: 19. 5. 2022 15:19, Agnieszka Połomska-Suchomel, M.A.

Anotace

V originále

The wish to turn university education into meaningful preparation for a successful professional career has given rise to teaching foreign languages for specific purposes (LSPs). While in the 1980s there were just a few main branches of LSPs, like Business English or English for Science, Technology, Engineering and Math (STEM), today, in the efforts to provide tailor-made courses for a specific sector of prospective employees, they have increased to an extensive range of courses taught for narrow specializations, such as English for Sports Managers, which I taught at a college in the past. Dealing with unknown discipline-related elements of an LSP, however, are sources of anxiety for many language teachers at the start of their career. I suggest that this unpleasant situation be dealt with by shifting the attention to practising academic and soft skills, as well as functional language (all belonging to the area of LAP - languages for academic purposes), which would serve as a template for the very discipline-related language that our students need. The eternal "what" and "how" of LSP teaching can be additionally handled by giving the students enough autonomy to help us generate classroom content. The results of a survey conducted on bachelor's and master's students from the Faculty of Science and the Faculty of Arts, Masaryk University, taught at B1 and B2 levels, seem to prove that point, as does my experience after teaching these two levels for the last ten years.

Citovat

SUCHOMELOVÁ-POLOMSKA, Agnieszka. What is expertise in language teaching? Balancing between LAP and LSP. CASALC Review. Česká a slovenská asociace učitelů jazykových center na vysokých školách, 2021, Vol 11, No 1, s. 93 - 103. ISSN 1804-9435. Dostupné z: https://doi.org/10.5817/CASALC2021-1-8.

@article{1854337,
   author = {SuchomelováandPolomska, Agnieszka},
   article_number = {No 1},
   doi = {https://doi.org/10.5817/CASALC2021-1-8},
   keywords = {LAP, LSP, academic skills, soft skills, transferable skills, functional language, student autonomy, student-generated content, interdisciplinarity},
   language = {eng},
   issn = {1804-9435},
   journal = {CASALC Review},
   title = {What is expertise in language teaching? Balancing between LAP and LSP.},
   url = {https://journals.muni.cz/casalc-review/issue/view/1176},
   volume = {Vol 11},
   year = {2021}
}

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IS  - No 1
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PB  - Česká a slovenská asociace učitelů jazykových center na vysokých školách
SN  - 18049435
KW  - LAP, LSP, academic skills, soft skills, transferable skills, functional language, student autonomy, student-generated content, interdisciplinarity
UR  - https://journals.muni.cz/casalc-review/issue/view/1176
N2  - The wish to turn university education into meaningful preparation for a successful professional career has given rise to teaching foreign languages for specific purposes (LSPs). While in the 1980s there were just a few main branches of LSPs, like Business English or English for Science, Technology, Engineering and Math (STEM), today, in the efforts to provide tailor-made courses for a specific sector of prospective employees, they have increased to an extensive range of courses taught for narrow specializations, such as English for Sports Managers, which I taught at a college in the past. Dealing with unknown discipline-related elements of an LSP, however, are sources of anxiety for many language teachers at the start of their career. I suggest that this unpleasant situation be dealt with by shifting the attention to practising academic and soft skills, as well as functional language (all belonging to the area of LAP - languages for academic purposes), which would serve as a template for the very discipline-related language that our students need. The eternal "what" and "how" of LSP teaching can be additionally handled by giving the students enough autonomy to help us generate classroom content. The results of a survey conducted on bachelor's and master's students from the Faculty of Science and the Faculty of Arts, Masaryk University, taught at B1 and B2 levels, seem to prove that point, as does my experience after teaching these two levels for the last ten years.
ER  -

SUCHOMELOVÁ-POLOMSKA, Agnieszka. What is expertise in language teaching? Balancing between LAP and LSP. \textit{CASALC Review}. Česká a slovenská asociace učitelů jazykových center na vysokých školách, 2021, Vol 11, No 1, s.~93 - 103. ISSN~1804-9435. Dostupné z: https://doi.org/10.5817/CASALC2021-1-8.

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