The axis tlhesis of this paper is that, today, it is ESP （English for Specific Purposes） in particular, rather than General English, that is the agent of the spread of globalization. Currently, ESP is witnessing an ...The axis tlhesis of this paper is that, today, it is ESP （English for Specific Purposes） in particular, rather than General English, that is the agent of the spread of globalization. Currently, ESP is witnessing an unprecedented spread, to a point of almost taking over the relevance and frequency of teaching of General English. Hereby, we look at the phenomenon of globalization as a social concept that demands of education that students are taught performativity, therefore just skills needed for the global economy functioning, and not education as a move towards change, refinement, and individuation of a personality. ESP is taught as a sort of socially neutral language, as it presumably deals only with the language of some specific science or profession. Relying on the relevant work of the acclaimed social theorists, it is our claim that as there is no socially and/or ideologically neutral language, and that this fact applies for ESP. It is because of this, that we hereby advocate a strong and urgent need for the application of critical pedagogy and critical literacy stances in the practice of ESP, and we give some broad directions of how that can be achieved.展开更多
English for Science and Technology （EST）, as one branch of English for Special Purposes, has its own distinctive features and plays a significant role in today＇s English education. In language teaching, teaching ma...English for Science and Technology （EST）, as one branch of English for Special Purposes, has its own distinctive features and plays a significant role in today＇s English education. In language teaching, teaching materials play an important role. To a great extent, they determine the content and approaches of teaching and learning and affect the quality of language education. The author of this paper makes a tentative analysis of the compilation principles of EST teaching materials, from the perspective of students, scientific and technological discipline, and the English language, highlighting the content of teaching and the motivation of students. This paper proposes the Principles of Interest, Life-Long Development, Appropriateness, Systematization, Cognitive Scientificalness, Illumination, Integration of Abstract Knowledge and Specific Cases, Authenticity, Timeliness, and Comprehensive Improvement, so as to improve both subject competence and linguistic ability展开更多
This work aims at discussing the concept of critical and plurilingual English teaching within the context of the Interdisciplinary Higher Education Program recently implemented at the University of Campinas, Brazil. T...This work aims at discussing the concept of critical and plurilingual English teaching within the context of the Interdisciplinary Higher Education Program recently implemented at the University of Campinas, Brazil. This program aims at widening possibilities for public students to have access to Higher Education. The teaching of English as a foreign language is part of the curriculum and one of the challenges faced was to design a language course that meant to be meaningful to students and able to develop the necessary knowledge and literacies for active citizenship as well. A discursive approach to language was adopted and, this way, Bakhtinian theories, re-contextualized to the educational field, support the claim for the development of critical literacy in the process. Along with the concept of multiliteracies, linked to the notion of speech genres, the idea of a plurilingual, plurivocal, and pluristylistic language teaching is theoretically discussed and briefly illustrated. The results show that such an approach successfully led to meaningful and critical practices in the language classroom in Higher Education.展开更多
At present, a new teaching model - Project Approach rises in English education. Project teaching is a student-centered, inquiry-centered practice, with project activities centered learning model. Project teaching stud...At present, a new teaching model - Project Approach rises in English education. Project teaching is a student-centered, inquiry-centered practice, with project activities centered learning model. Project teaching students focus on learning strategies to help students become independent learners, to improve students＇ motivation to help students learn practical ability, communication skills, collaboration skills, creative thinking skills and the ability to solve practical problems. Project-based learning in the late 1990s was introduced in China. Within ten years, research project studying abroad connotation, significance and theoretical foundation, extension are applied research to classroom practice. However, most of the research object of the project is teaching primary and secondary students, higher education, adult education and general higher education students in science and engineering students. Research related to the field of English teaching is not much; the theory is applied to the case of teaching practice rarely. Therefore, this article introduced the project teaching college English classroom, through the implementation of the teaching aims to stimulate the enthusiasm of the students, so that students learn more explicit goals, enhance self- confidence and motivation to learn, to develop their creativity, initiative and independent learning and the purpose of learning ability.展开更多
文摘The axis tlhesis of this paper is that, today, it is ESP （English for Specific Purposes） in particular, rather than General English, that is the agent of the spread of globalization. Currently, ESP is witnessing an unprecedented spread, to a point of almost taking over the relevance and frequency of teaching of General English. Hereby, we look at the phenomenon of globalization as a social concept that demands of education that students are taught performativity, therefore just skills needed for the global economy functioning, and not education as a move towards change, refinement, and individuation of a personality. ESP is taught as a sort of socially neutral language, as it presumably deals only with the language of some specific science or profession. Relying on the relevant work of the acclaimed social theorists, it is our claim that as there is no socially and/or ideologically neutral language, and that this fact applies for ESP. It is because of this, that we hereby advocate a strong and urgent need for the application of critical pedagogy and critical literacy stances in the practice of ESP, and we give some broad directions of how that can be achieved.
文摘English for Science and Technology （EST）, as one branch of English for Special Purposes, has its own distinctive features and plays a significant role in today＇s English education. In language teaching, teaching materials play an important role. To a great extent, they determine the content and approaches of teaching and learning and affect the quality of language education. The author of this paper makes a tentative analysis of the compilation principles of EST teaching materials, from the perspective of students, scientific and technological discipline, and the English language, highlighting the content of teaching and the motivation of students. This paper proposes the Principles of Interest, Life-Long Development, Appropriateness, Systematization, Cognitive Scientificalness, Illumination, Integration of Abstract Knowledge and Specific Cases, Authenticity, Timeliness, and Comprehensive Improvement, so as to improve both subject competence and linguistic ability
文摘This work aims at discussing the concept of critical and plurilingual English teaching within the context of the Interdisciplinary Higher Education Program recently implemented at the University of Campinas, Brazil. This program aims at widening possibilities for public students to have access to Higher Education. The teaching of English as a foreign language is part of the curriculum and one of the challenges faced was to design a language course that meant to be meaningful to students and able to develop the necessary knowledge and literacies for active citizenship as well. A discursive approach to language was adopted and, this way, Bakhtinian theories, re-contextualized to the educational field, support the claim for the development of critical literacy in the process. Along with the concept of multiliteracies, linked to the notion of speech genres, the idea of a plurilingual, plurivocal, and pluristylistic language teaching is theoretically discussed and briefly illustrated. The results show that such an approach successfully led to meaningful and critical practices in the language classroom in Higher Education.
文摘At present, a new teaching model - Project Approach rises in English education. Project teaching is a student-centered, inquiry-centered practice, with project activities centered learning model. Project teaching students focus on learning strategies to help students become independent learners, to improve students＇ motivation to help students learn practical ability, communication skills, collaboration skills, creative thinking skills and the ability to solve practical problems. Project-based learning in the late 1990s was introduced in China. Within ten years, research project studying abroad connotation, significance and theoretical foundation, extension are applied research to classroom practice. However, most of the research object of the project is teaching primary and secondary students, higher education, adult education and general higher education students in science and engineering students. Research related to the field of English teaching is not much; the theory is applied to the case of teaching practice rarely. Therefore, this article introduced the project teaching college English classroom, through the implementation of the teaching aims to stimulate the enthusiasm of the students, so that students learn more explicit goals, enhance self- confidence and motivation to learn, to develop their creativity, initiative and independent learning and the purpose of learning ability.
