GIANG VO (Nguyen Tat Thanh University)
CHALLENGES AND OPPORTUNITIES FOR EFL TEACHERS TO BECOME ESP ONES IN SOUTH-EAST ASIAN CONTEXT : ELT PROFESSIONAL DEVELOPMENT
It is the fact that all undergraduate ELT programs in South-East Asian countries do not include any courses for ESP teaching training. The paradox, however, is that ESP courses may be considered as compulsory subjects conducted and taught mainly by insufficiently trained EFL teachers. A plausible measure to such concerned phenomena is to implement ESP’s required factors to curriculum designing of training courses for teachers of “general English” (Kennedy, 1983). The linguistic requirements for EFL teachers are “impactful behaviors”, “reflective practices” and “development of professional knowledge” (Thiessen, 2000). It was suggested that such courses were supposed to be designed with “multilevel models”, each of which was moved from content, in relation to its schemes and methodological procedures, to the mandatory linguistic competence to content comprehension. This presentation concluded with recommendations as to designing specialized training courses for EFL teachers to become ESP ones in South-East Asian regions.
This research revealed findings from an investigation into 20 Asian EFL teachers who are currently teaching ESP courses at tertiary levels. The research findings indicated that integrating training EFL teachers with specific course content together with their linguistic competence was an essential factor in designing ESP courses for EFL teachers.
Vo Thi Hoang Giang, M.A. has bene working at Nguyen Tat Thanh University. Her research interests focus on Applied Linguistics, Second Language Acquistion. She has presented at some local and international conferences.