Transferable skills in ESP

DLABOLOVÁ, Daniela and Eva ČOUPKOVÁ. Transferable skills in ESP. In Language Instruction in Tertiary Education for the Students of Natural Sciences. 2022.

Basic information

• Original name: Transferable skills in ESP
• Authors: DLABOLOVÁ, Daniela and Eva ČOUPKOVÁ.
• Edition: Language Instruction in Tertiary Education for the Students of Natural Sciences, 2022.

Other information

• Original language: English
• Type of outcome: Presentations at conferences
• Field of Study: 60201 General language studies
• Country of publisher: Czech Republic
• Confidentiality degree: is not subject to a state or trade secret
• Organization unit: Language Centre
• Keywords in English: ESP; higher education institutions; science students; transferability; employability

Abstract

Abstract: The demand for transferable skills as an integral part of English for Specific Purposes (ESP) courses taught to science students has been expanding for at least the last decade due to the increasing interdisciplinary and international cooperation within various fields. The need for the linguistic competence of science graduates not only in their area of expertise, but also within the broader context of their professional and social activities, has provided the educators with the opportunity to enhance the educational impact of ESP courses. For the purposes of this paper, transferable skills may be operationally defined as a set of oral and written communication skills based on the content knowledge of specific science disciplines which ESP learners acquire and practise in various semi-authentic situations. The paper will discuss the role of transferable skills in higher education and the design of ESP courses, with a special emphasis on three specific areas: skills related to providing peer-feedback, skills needed for mediating meaning, and finally the ability to verbalize evidence of one's achievements. These competencies are not only transferable, but also soft or communication skills that may be especially challenging to our science students since they require not only logical and analytical thinking but also adaptability and awareness of the role of emotions in human interaction. Sample activities will be described as useful for promoting and practising these skills.