LSP Teacher Training Summer School
The TRAILs project
Summary
European universities as part of an Erasmus+ project on training teachers
of Language for Specifi c Purpose (LSP) in higher education. All university
partners, i.e. Bordeaux (France), Zagreb (Croatia), Jade (Germany), Cádiz
(Spain), Adam Mickiewicz (Poland), Ljubljana (Slovenia), Arcola Research
(UK), and Bergamo (Italy) carried out surveys and developed a detailed
report showing that in Europe there is very little training for this type of
teaching, and that teachers generally need to be trained in the specifi cities
of the language fi eld they are going to teach. Medical or maritime English,
legal Spanish, French for tourism, etc. require both an expert domain
knowledge and a grounding in language teaching. Several testimonies
highlight this situation and show the lack of career development prospects
for LSP teachers at European universities.
The members of the Erasmus+ TRAILs project have therefore been
interested in the specifi c needs of LSP teachers and have been able to
update the information through several types of surveys. The competences
of LSP teachers were thus identifi ed. Based on this precise inventory, they
are proposing to draw up a complete training programme.
A pedagogical approach has been developed: resources, lesson preparation,
course design, innovative pedagogical approaches are presented. The
research presented in this book goes well beyond the TRAILs project and
questions the training of specialised language teachers. More generally,
it highlights the need to provide effective training and professional
development for LSP teachers and offers a contribution to overcoming the
shortcomings of LSP teacher education.
Excerpt
Table Of Contents
- Cover
- Title
- Copyright
- About the editors
- About the book
- This eBook can be cited
- Table of Contents
- List of Figures
- List of Tables
- Abbreviations
- Acknowledgements
- Foreword by the editors
- Part 1: LSP Teacher Training Programmes in the European Higher Education Area
- 1.1. Identification and Analysis of LSP Teacher Training Programmes in Europe (Peter John, Russell Greenwood, Violeta Jurković, Snježana Kereković and Joanna Kic-Drgas)
- 1.2. Professional Development of LSP Teachers as a Key Issue in European Higher Education (Marie-Anne Châteaureynaud and Marie-Christine Deyrich)
- 1.3. The Professional Development of Teachers of Spanish for Special Purposes (Marcelo Tano)
- 1.4. English for Medical Purposes: From Linguistics to Didactics (Pascaline Faure)
- Part 2: Identification of LSP Teacher Needs
- 2.1. LSP Teaching and Teacher Needs in Focus (Marie-Christine Deyrich)
- 2.2. Responding to LSP Teacher Needs: Evolving Challenges and New Paradigms (Patrizia Anesa and Marie-Christine Deyrich)
- 2.3. A Quantitative Analysis of LSP Teacher Needs Across the European Higher Education Area (Ana Bocanegra-Valle and M. Dolores Perea-Barberá)
- 2.4. A Qualitative Analysis of LSP Teacher Needs Across the European Higher Education Area (Paloma López-Zurita and María Vázquez-Amador)
- Part 3: Definition of Training Outcomes Based on Identified Gaps Between LSP Provision in Europe and LSP Teacher Needs
- 3.1. Training Outcomes Based on Identified Gaps between LSP Provision in Europe and LSP Teachers’ Needs (Joanna Kic-Drgas and Joanna Woźniak)
- 3.2. Teaching Language Skills in LSP (Snježana Kereković, Brankica Bošnjak Terzić and Olinka Breka)
- Part 4: Innovative LSP Teacher Training Curriculum
- 4.1. Materials Adaptation in LSP: Processes and Techniques (Patrizia Anesa, Katharine Sherwood and Cailean Dooge)
- 4.2. Teaching Vocabulary in LSP (Brankica Bošnjak Terzić, Olinka Breka and Snježana Kereković)
- 4.3. Task/Problem/Project-Based Learning and Teaching in LSP: How Do They Correspond to 21st Century Learning? (Olinka Breka, Snježana Kereković and Brankica Bošnjak Terzić)
- References
- List of Authors
- Series index
List of Figures
Fig. 1.1.1: Higher LSPTT education per 1 million inhabitants
Fig. 1.1.2: Number of participants
Fig. 1.1.3: ICT media used in LSPTT
Fig. 1.4.3: Clinical case report
Fig. 2.3.2: LSP teacher training programmes should be necessary to qualify as an LSP teacher (Q23)
Fig. 2.3.3: Does an LSP teacher have similar or different needs to a GL teacher? (Q24)
Fig. 3.1.1: List of knowledge and training related teachers’ needs in accordance to their priority
Fig. 3.1.2: List of other teachers’ needs in accordance to their priority
Fig. 3.1.3: Bloom’s taxonomy of outcomes (on the basis of Bloom, 1956)
Fig. 3.1.4: Structure of the outcome
Fig. 3.1.5: Seven pillars of LSP teacher training
Fig. 3.1.6: Number of performance and standard sections within developed outcomes
Fig. 3.2.1: Poll results: Teaching four language skills in GFL and LSP
Fig. 3.2.3: Reading skill development: A lesson format in an LSP setting
Fig. 3.2.4: Poll results: Productive vs receptive skills
List of Tables
Tab. 1.3.1: Description of the survey “The skills of Spanish teachers in French engineering courses”
Tab. 2.3.1: Profile of questionnaire participants (Q1–Q16)
Tab. 2.3.2: Have you received any pre- or in-service training on LSP? (Q17–Q20)
Tab. 2.3.3: Knowledge- and training-related needs (Q27–Q28)
Tab. 2.3.4: Other LSP teacher needs (Q29)
Tab. 2.4.1: Cross-reference of interview and questionnaire prompts
Tab. 3.1.1: Bloom’s taxonomy (based on Anderson, 2001, 67–69)
Tab. 3.1.2: Division of pillars between participating project members
Tab. 3.1.3: Example of performance section
Tab. 3.1.4: Examples of internal and external conditions from the formulated outcomes
Tab. 3.1.5: Example of standard section
Tab. 3.2.1: List of pre-, while- and post-reading tasks for an LSP setting
Tab. 3.2.2: A list of pre-, while- and post-listening activities for an LSP setting
Tab. 3.2.3: Text types in mechanical engineering and their ranking in terms of frequency
Tab. 3.2.4: List of guided, semi-guided and free writing tasks for an LSP setting
Abbreviations
|
CEFR |
Common European Framework of Reference for Languages |
|
CLIL |
Content and Language Integrated Learning |
|
ECTS |
European Credit Transfer System |
|
EHEA |
European Higher Education Area |
|
ELT |
English Language Learning |
|
EMP |
English for Medical Purposes |
|
ESP |
English for Specific Purposes |
|
FLD |
Foreign Language Didactics |
|
ICT |
Information and Communications Technology |
|
LSP |
Language for Specific Purposes |
|
LSPTT |
LSP Teacher Training |
|
PBL |
Problem-Based Learning |
|
PjBL |
Project-Based Learning |
|
SDL |
Self-Directed Learning |
|
SLA |
Second Language Acquisition |
|
SLD |
Speciality Language Didactics |
|
SSP |
Spanish for Specific Purposes |
|
TBLT |
Task-Based Language Teaching |
|
VLS |
Vocabulary Learning Strategies |
Acknowledgements
The TRAILs project, “LSP Teacher Training Summer School (TRAILs)” was co-funded by the European Commission (Erasmus+ project no. 2018-1-FR01-KA203-048085).
Foreword by the editors
1. A few words about linguistic policy in the European context
Multilingualism has become a major issue at European level, especially since the early 2000s. This trend has been reflected in the political guidelines and directives given to the member countries.
This book is the result of a collaboration and partnership between eight European universities. It was carried out within the framework of an Erasmus+ project and it is therefore worthwhile to start by referring to the specificity of the European context.
Details
- Pages
- 280
- ISBN (PDF)
- 9782807618657
- ISBN (ePUB)
- 9782807618664
- ISBN (Softcover)
- 9782807618640
- DOI
- 10.3726/b20096
- Language
- English
- Publication date
- 2022 (November)
- Published
- Bruxelles, Berlin, Bern, New York, Oxford, Warszawa, Wien, 2023. 280 pp., 21 fig. b/w, 18 tables.
