Teach English in Xingcun Zhen - Jining Shi

Teaching English for Specific Purpose (ESP), requires a particular approach and method, and is generally different from teaching within a classroom or school setting. ESP encompasses diverse industries, such as medical, legal, and tourism, and it is specific in the areas of study depending on the company and the individual. There is a growing demand for business English in the professional world. Clients can study independently, or in groups (in-company versus in-school). While some elementary teachers may view ESP as “specialization” requiring specific expertise, the teacher is responsible for teaching English, not teaching business. Regardless, the teacher must maintain a level of business professionalism. Companies have high expectations, and the teacher is responsible for balancing the company wants, the client wants, and what they need. Utilizing the “needs analysis”, the client must be explicit in identifying objectives of the class, including what they use English for, and what they need in the future. Through this detailed discussion, the teacher can plan lessons accordingly. Feedback and evaluations are necessary for a productive classroom environment. The teacher must adapt different approaches to clients compared to a traditional classroom setting. Flexibility with lesson plans, and classroom attendance or behavior is important, given the circumstances of the clients. While the teacher is responsible for teaching English and not business, there should be a maintained level of professionalism and expertise. The teacher should research the company, understand the terminology, and familiarize themselves with the vocabulary of the particular industry. The teacher must dress the part, and may use formal local language when greeting staff. Above all, the teacher should maintain a good relationship with the administration and staff. It is important to keep records and details of each lesson. Teacher should use opportunities from clients to emphasize demonstrative relevance of the material, and make sure everything taught within the lesson is relevant. ESP students are adult learners, although they may differ in ages. The approach to adult learners of English must be different than with children or other age groups. Clients will most likely have strong motivation, but confidence may be an issue. The teacher should be positive, encouraging, and create a comfortable environment to lower any anxiety. Since the topics addressed will be specific, lessons should begin with a suitable and interesting warmer activity. Depending on the industry, role-play would be a realistic and helpful activity in the active phase. I have many years of experience working with children, but my interest in the business world led me to participate in the Bridge to Business program at Georgia Tech last summer. Previously, I was under the impression that teachers of ESP needs to be an experts in the particular industry. In reality, Business English may be slightly more challenging to teach than traditional classroom English, but it also offers a new perspective. The teacher is responsible only for teaching the language, and ESP provides the opportunity to learn about different industries. In 2013, I worked as an intern at the Business Management and MBA department at Belarus State University in Minsk, Belarus. The majority of my time was spent visiting different classes and lectures, tutoring English, and giving presentation on the differences between American and Belarusian culture. The clients were adult learners, over the age of twenty, and were predominantly intermediate level. The topics covered were related to travel or culture, and many of the lessons were discussion-based or centered around language games or activities. While teaching children is a high-energy and fun environment, ESP requires a level of professionalism more reflective of the business world. The teacher is a representative, who must be aware of client needs and wants, and present themselves as an expert of the English language.