LANGUAGES FOR SPECIFIC PURPOSES Ursula Erik
Estonian University of Life Sciences
Ülle Sihver
Languages, and for specific purposes – what could possibly be so specific about a language or the purposes of learning it? Let us take a look at teaching them, based on real-life case studies. Teachers of languages for specific purposes (LSP) meet each year and this year shared their experience at the seminar “Learner of LSP. What and how should be taught?” at the Estonian University of Life Sciences (Eesti Maaülikool, EMÜ) in Tartu on 14 February 2020. The presentations gave insights into the joys and mission-impossible moments of the teachers – or how else would you describe the task of teaching French to beginners in 40 hours, from total zero, so that the learners would manage with basics in Mali, on their real mission? Madli Kütt from Estonian National Defence College (Kaitseväe Akadeemia, KVA) energised the audience with her story of teaching not ’just a language’, but a ’backwards-language’, as even NATO is OTAN in French, for learners with a very practical communicative goal. She found out first what exactly the learners needed, then “understood I have to forget about the available textbooks” and worked out a system of simulation and role plays, creating associations for spoken language with movement, gestures, associations and vocabulary cards. The varied and inspiring teaching kit prompted a question from the audience about how much time it took to prepare for the 40 hours of teaching. Madli Kütt was diplomatic, expressing hope it had been within the general hours of working time required for teachers. Maia Boltovsky, also from the Estonian National Defence College (KVA), described how to encourage reflecting and meta-learning activities, with a learner insight by cadet Mihkel Veski. Learners with insufficient preparation of learning strategies for studies need practice to develop their self-regulated learning skills. Cadet Mihkel Veski explained how a total no-group-work person – what he had thought he was – could enjoy reflection, self-reflection and peer reflection when work is well planned and tasks suitably organised. Kaarin Tuuksam and Sigrid Tooming from EMÜ described the obligatory English for Specific Purposes course for the 1st year students. EMÜ ESP courses have a common framework, based on the curricula and objectives of the university, and specific terminology of the field for groups. The focus is on being able to write abstracts (for coursework and theses), explaining the speciality concepts in Estonian, based on comprehension of specific information in English (an article in Wikipedia) and being able to express the ideas in English (presentations). Mare Roes from the Tallinn University of Technology (Tallinna Tehnikaülikool, TTÜ) told us about her experience of teaching ESP and highlighted the correlation between objectives and teaching hours. Sigrid Parts from the Estonian Business School (EBS) shared their practice of teaching languages for business communication. The students of EBS are expected to be able to communicate in at least three languages.
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