106-Team Teaching in ESP

Septiyani Wafda                                109014000077                                                VB

Book Response Form

Book title                    : 106-Team Teaching in ESP

Publisher                     : The British Council

Date Published            : 1980                                                  Number of pages         : 294

Genre                          : Proceeding

CHAPTERS

An experiment in team-teaching of overseas postgraduate students of transportation and plant biology

            The largest issue in this chapter is about ‘common core’ language problems of the postgraduate students of transportation and plant biology. The ‘common core’ language problems are such as global understanding, understanding of detail, vocabulary, oral presentation and project work. The overseas student often identifies his difficulties with English as ‘not knowing enough words’. In this chapter, the writer give several ways to solve the problems because he thought that some students should be helped in his way than none, and he hope that it will be possible over the next two or three years to set up team-teaching cooperation in at least one new department a year: nevertheless, for the foreseeable future it will be only a minority of overseas postgraduate students who will benefit. I think the opinion from the writer is good and acceptable, because the overseas student need some ways to solve the problem.

A collaborative approach to the teaching of vocabulary for accounting students

            This chapter mainly told about the type of language used by accountants professionally, and the language used to instruct students in the technicalities of recording financial transactions. The opinion from the writer is that the needs for English must be realistically assessed as early as the planning stage, and every effort made to integrate the subject teaching and the language teaching from the start. To bring in language specialists language teaching from the start.

The team-teaching of introductory economics to overseas students

            This chapter told about the economic concept of efficiency. There is some problem that related to the amount of ‘economic experience’ possessed by the students. This was very low and clearly thay had little understanding of even the general institutional features of economic life e.g. nature of industrialisation, mass production, advertising, general structure of companies. They even had little perception of the conomic role and workings af their own ministry. The writer said that traditional lines of demarcation between subject specialist were ignored, and self access modes developed so that actual teaching time could be used to maximum adventages. These factors combined to allow a considerable amount of a specialist teaching to be accomplished in a relatively short period of time.

Moving towards subject-language integration for a college of further education

            The largest issue form this chapter is about subject-language integration that used to help the students release the value of the language part of the subject. The writer said although subject-language integration has been principle in the background of our thinking for a long time, it has never been a coherent policy. He also said that the college can develop subject-language integration in many other areas.

Linked-skills couses: an account of the theory and methodology of linking literacy teaching with specialist areas

            The mainly issue in this chapter is about literacy. Functional litercy schemes in developing countries frequently use the language upon which the local economy is based as the medium of literacy instruction, which itself is seen as a means to informng, for example, about new methods of agriculture. The writer said that it is possible to develop and provide a resource bank of materials for the linked skills teaching approach. The success of both the materials and the approach will always be dependent upon the effort made by the literacy and subject specialists to adapt and complement resources to meet the specific as well as the general needs of learners.

Co-operative teaching: bridging the gap between E and SP

            This chapter mostly told about healthy or medical school such as, electron miscroscop unit, heart attack unit, the role of the nurse, the psychology of learning and history of medicine. The writer argue that the English language division in the medical faculty will provide the student with a tool precisely designed for the years of study that still lie ahead.

INELEC: Teamwork in an EST program

            This chapter mostly told about teaching language in The Algerian National Institute of Electricity and Electronics (INELEC). The writer said that the instructor in INELEC are working on the development of vocabulary and of listening, reading, and writing skills perse in their classes. To develop the INELEC students’ command of English within a context of scientific and technological discourse, their instructors have created an impressive collection of materials that combine relevance, stimulating activity, enjoyment, and axercise of language skills.

The English Teaching and the Camera – team-teaching for special purposes

            The main issue of this chapter is about the used of camera and videotape recorder in the classroom. The writer give us further information about how to use camera and videotape in the classroom. He taught that with television camera and videotape recorder a technical lecture can be taped and than an English lesson based on material presented in that lecture can be prepared.

The SP of the E

            The main largerst issue in this chapter is about ESP. The chapter told about the background of ESP, ESP personnel overseas, subject-language specialist characteristics in ESP, and potential ESP teams. Written here that deliberate team teaching policies can promote understanding amongst staff and students, not to mention learning benefits, and is an approach to be recommended in the practice of ESP.

An English Language Testing Service: subject/language collaboration in ESP test design

            This chapter told about language testing. This chapter also told about seminar. The opinion from the writer is that the syndicate is now  responsible for the administration and operation of the testing service, while the British Council retains the responsibility for futher research and development.

Fudamental problems in ESP

            This chapter told about ESP as juggernaut, needs, motivation, and subject specific v common-core English. The writer claim that it is EFL which up yo now has possessed the characteristics of a juggernaut and that ESP is an attempt to improve this situation by looking more closely at the fundamental problems which EFL has tended to ignore.

QUESTION AND ANSWER

1.      How the book organized?

The book organized properly. Every chapter of the book related to each other although there are some chapter that I think it is not related to the book title. But overall the book is organized well.

2.      Were the topic presented grouped properly based on the interest or field?

3.      How the writers’ background (origin, education, job) differ from each other?

I think the writers’ background is almost same. Most of them have high education. There are a lecturers in the university such as University of Brimingham, Kingsway-princeton Further Education College, Kuwait University, institute of Electricity and Electronics, INELEC/AD Boumerdes, and English Language Division, The British.

4.      Who is/are the editor(s)? Have you ever hear the names?

The editor is Elizabeth Smyth. Actually I never hear her name before, but I think she is a good editor. Because the book is organized properly and the font of the book also suitable and make us enjoy to read it.

5.      What is the book best for? Why?

The book best for them who teach or who want to teach common lesson such as, economic, science, mathematic etc. using English language. Because this book give us some ways to teach it.

6.      Which article/s you like best from the book? Why?

The article I like best from the book is about a collaborative approach to the teaching of vocabulary for accounting students. I like this article because I like accounting. I hope someday I can teach accounting using my English.

7.      Which article/s you like least from the book? Why?

The article I like least from the book is about the SP of the E. Because when I read the chapter it doesn’t give me some information about it. When I read the field of the chapter I know that this chapter told about background of ESP, ESP personnel overseas and so on. But I don’t get the explanation about the SP of the E.

8.      Would you recommend this book to a friend? Explain.

I would recommend this book to my friend who wanted to teach in billingual school. Because this book give the information about the ways to teach general subject in English.

9.      On a scale of 1-10, how difficult was this book for you? (1 = easy, 10 = difficult) Why?

I think this book is quite difficult for me. Maybe on a scale of 1-10 i got it in 8, because the vocabulary is unfamiliar for me and I have no background knowledge about the subject. That makes me difficult to understand the book.