Background

Content

1. Introduction………………………………………………………….3

2. Background………………………………………………………….3

3. Literature Review…………………….……………………………..4

4. Aims……………………………...……………………………………5

5. Methodology…………………………………………………………6

6. Results………………………………………………………………..6

7. Discussion…………………………..……………………………….7

8. Course Framework…………………………………………………8

9. Conclusions………………………………………………………….10

10. References……………………………………………………………11

11. Appendix 1……………………………………………………………12

12. Appendix 2……………………………………………………………14

13. Appendix 3……………………………………………………………17

“The only man who behaves sensibly is my tailor; he takes my measurements anew every time he sees me, while all the rest go on with their old measurements and expect me to fit them.” George Bernard Shaw

Introduction

Constant changes and the consequence to be up-dated have increased the importance of English at both universities and workplaces. Universities and professional schools may need to re-evaluate the degree to which their students’ studies and career needs are met by the existing language programs, so that strategies and resources can be adjusted accordingly. In other words, the concern is that whether the courses adequately provide students to perform effectively in contexts that graduates are likely to encounter in their careers.

This requires consideration of language and performance needs expressed by both professors who know the contexts that students will encounter in the future and students’ opinion of needs in language so that language instruction can better match learners’ target situation needs.

Given the diversity and evolving nature of workplace necessities, this project attempts to explore the academic and occupational needs of a group of Health Promotion students in order to design a framework to develop courses in their area of studies according to their needs.

Background

The number of people attending UACM has increased a great deal in the last two years and many of them are majoring in Health promotion. At the same time it is the only major where learners and professors have approach the English department with articles they are interested in understanding for their everyday work.

As far it as could be determined no ESP curricula or materials existed to meet the linguistic needs of Health Promotion learners and teachers.

Nevertheless, there is a great need to design an ESP framework to develop courses that would help them to gain proficiency in English in the area of Health promotion. When implemented, these courses would help those involved to develop their English language reading skills to cope with their academic needs as well as with the main duties they would have professionally.

Students are majoring in Health Promotion. Their age vary from 19 to 25 years old. Students’ main motivation to study English is mainly extrinsic.

Most students are the first ones in their families to reach higher studies level. The socioeconomics level is kind of difficult and due to this problem, most of them have interrupted their studies at some point in their lives. Their experience with languages has been difficult. The material used in classes is adapted or tailored from many sources.

Information about parents is not officially available, but from informal conversations with students it is inferred that educational and cultural backgrounds are poor.

School location is in a problematic neighborhood in Mexico City’s periphery. This area has one of the highest crime rates in the city.

School premises are located in a former jailhouse so everything is adapted from it. Classrooms are small and well lighted. No more that 25 students are admitted per course.

English is a compulsory subject for everybody during the initial cycle (3 semesters). Even though, students have the choice to take the subject whenever they want, it is advisable to do it during the first semesters in order to use English as a tool for their studies. The minimum passing grade is 7.0. Each course lasts 16 weeks with two classes of 1.5 hrs per week. That is a 48 hr. course.

Literature review

There are many definitions of what ESP is, almost as many the number of researchers who have attempted to define it. Many others have tried to define ESP in terms of what it is not rather than in terms of what it really is, but for the purpose of this task I will take the definition Dudley-Evans and St. John’s (1998) postulate for ESP:

I. Absolute Characteristics

 ESP is defined to meet specific needs of the learner;

 ESP makes use of the underlying methodology and activities of the discipline it serves;

 ESP is centered on the language (grammar, lexis, register), skills, discourse and genres appropriate to these activities.

II. Variable Characteristics

 ESP may be related to or designed for specific disciplines;

 ESP may use, in specific teaching situations, a different methodology from that of general English;

 ESP is likely to be designed for adult learners, either at a tertiary level institution or in a professional work situation. It could, however, be for learners at secondary school level;

 ESP is generally designed for intermediate or advanced students;

 Most ESP courses assume some basic knowledge of the language system, but it can be used with beginners.

On the other hand needs analysis consists of the procedures designed to gather and analyze information about the target language needs of a specific group of students in a given setting so that inferences about real needs and necessities can be drawn in order to take decisions based on information provide by both students and professional of the field.

Focusing

...