By Ron Howard and Gillian Brown (Editors)
This selection of essays, via instructor running shoes and fabrics writers at the schooling of LSP lecturers, contains dialogue of present rules at the function of topic wisdom, intercultural variations, learner autonomy and use of desktops. There are contributions from specialists in English, French and Dutch for particular reasons, and LSP perform in Europe, South Africa and the united states is roofed.
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Additional resources for Teacher Education for Languages for Specific Purposes
Guskey, T. (1986) Staff development and the process of teacher change. Educational Researcher 15 (5), 5-12. Holly, F. (1982) Teacher's views on in-service training. Phi Delta Kappan 63(b), 417-18. Johns, A. (1983) Teacher training in the People's Republic of China. The ESP Journal 2 (1), 49-50. (1988) The discourse communities dilemma: Identifying transferable skills for the academic milieu. English for Specific Purposes 7 (1), 55-9. (1990) ESP in the USA: State of the art. Presentation given at the 2nd Latin American ESP Colloquium, Santiago de Chile, November.
They do not arise from a careful analysis of what competent trainee teachers actually think, feel and do. It does not matter whether it is competences in relation to ITE or competences in relation to levels of language use by specific categories of learners (as set out by, for example, the Languages Lead Body). If operationalised simply as a set of graded behaviours, a competence-based approach would be of little use. To make sense of it, I argue that there must be insight into and understanding of the more general levels of knowledge, skill and attitude that underlie any set of behavioural competences.
Background information relating to language variation, and the way in which structures and items may be used differently within different fields or vocations'. Latorre (1983) suggested that EST instructors go beyond microteaching to peers to actually teaching EST learners in sci/tech departments, and he recommended having future teachers do text analyses with computers (which today we know as concordancing). Rivers (1983: 67) agreed with Latorre that education should include 'direct involvement with some science and technology classes on campus', which would allow the EST practitioner to adapt to the different accents of US speakers and to the kind of writing required in science departments.