ESL2ESP session - Jan 17-Feb 26
Week 4- February 7 - 13
Creating ESP Curriculum/ Activities
Course Design, Activities, and Assessment
General Comments and Questions by Week 4 guest moderator, Dafne Gonzalez
Dear all,
Thanks Christine and Buth for your invitation! It is my pleasure to be here with you, as one of the guest-moderators for week 4, honored to shared this task with Adam Turner. I apologize for not having participated in the discussion, I have been a lurker, skimming through the messages and trying to follow the enlightening discussion, while co-moderating another session "Becoming a Webhead" which has taken most of my free time; but I promise I will be around this week sharing and learning from and with you all :-)

During this week we will be talking about ESP course design, activities and, of course, this includes assessment. But before getting down to business, let me briefly tell you how I became an ESP teacher.

Since I graduated in Modern Languages, I had been teaching EST (English for Science and Technology) at different universities, mainly through reading, and I also taught EFL from k-12. In the meantime, I completed a MA in Educational Technology and a MA in Applied Linguistics. Then, in 1997, a colleague and I were asked to teach English for Architecture, a 4-skill program taught at my university. To tell you the truth, I was scared to death, because I did not know anything about architecture not even in my native language. But I decided to take the challenge, and said YES!!

The good news came from the professors who had taught those courses before: "You will never have the same students two classes in a row", "They hardly ever come to class", "They are late" always ending their remarks with "…but they are very nice kids and very creative"

Well, as you see, not a very encouraging image for us, newbies in the field. After a couple of years we can say that our English for Architecture program has been very successful. How? Well, to learn
the whole story, I have posted in the files section a previous version of a chapter published in a TESOL book on Content-Based Instruction, where we describe the process we followed to make
changes to the program we found, and the whole description of the activities and the assessment plan.
Gonzalez, D., & St. Louis, R. (2002). Content-based English for Specific Purposes course design: The case of English for Architecture. In J. Crandell & D. Kauffman (Eds.), Content-based
instruction in higher education (pp. 93-106). Alexandría, VA: TESOL Publications.

The tiny url to the document is: http://tinyurl.com/5mvsv

But the program did not stop there, in 2002, I decided to incorporate online components to our program; and nowadays, all our English for Architecture courses are blended. After reading the
chapter mentioned above, I invite you to take a closse look at one of these blended courses:

My idea is that you read the chapter, check out the site, and come up with comments and questions which I will be happy to answer.

Anxiously looking forward to your comments,


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