ENGLISH FOR PHARMACY: AN ESP COURSE IN A CLIL CONTEXT

Monika Woźniak, Desirée Acebes de la Arada

DOI Number
https://doi.org/10.22190/JTESAP1802265W
First page
265
Last page
275

Abstract


This article deals with an ESP course taught as an obligatory subject in a pharmacy undergraduate degree programme in Spain. The language course is only one of the contexts involving disciplinary English as the degree programme integrates English in several content subjects. The ESP course is an attempt to find the right balance between students’ language needs, pharmacy-specific language skills, and the language-related demands of pharmacy content subjects which integrate English. The co-existence of ESP and CLIL teaching is seen as an opportunity for a closer cooperation and coordination with disciplinary experts to make connections between disciplines and activities towards better learning outcomes. We propose a course aimed at raising students’ language awareness through focused tasks which will cater to student’s communicative needs related to the two main themes of the course: chemistry and pharmaceutical care. 

Keywords

course design, university teaching, pharmacy, teacher collaboration, ESP, EMI/CLIL

Full Text:

PDF

References


Airey, J. “EAP, EMI or CLIL?” In The Routledge Handbook of English for Academic Purposes. Edited by K. Hyland and P. Shaw, 71–83. Abingdon: Routledge, 2016.

Arnó-Macià, E., and G. Mancho-Barés. “The role of content and language in content and language integrated learning (CLIL) at university: Challenges and implications for ESP.” English for Specific Purposes 37 (2015): 63–73.

Coxhead, A. “Vocabulary and ESP.” In The Handbook of English for Specific Purposes. Edited by B. Paltridge and S. Starfield, 115–32. Blackwell Handbooks in Linguistics. London: Wiley-Blackwell, 2013.

Coyle, D., Hood, P. and Marsh, D. CLIL: Content and Language Integrated Learning. Cambridge University Press, 2010.

Donovan, P. Basic English for Science. Oxford: Oxford University Press, 1978.

Ellis, R. “Task-based language teaching: Sorting out the misunderstandings.” International Journal of Applied Linguistics 19, no.3 (2009): 221-246.

García, C., Crean, F. and M. Woźniak. “Hot-seat en el laboratorio: glosario de términos científicos en inglés.” In VI Buenas Prácticas de Innovación Docente en el Espacio Europeo en Educación Superior. Edited by D. Jiménez Sánchez. Villanueva de Gállego: Ediciones Universidad San Jorge, forthcoming.

González Ardeo, J. M. “(In)compatibility of CLIL and ESP courses at university.” Language Value 5, no.1 (2013): 24-47.

Hutchinson, T. and A. Waters. English for Specific Purposes: A Learning-Centred Approach. Cambridge: Cambridge University Press, 1987.

Leonardi, V. “Bridging the gap between ESP and CLIL in the university context.” Iperstoria – Testi Letterature Linguaggi 5, Spring (2015).

Lew, R. “Online Dictionary Skills.” In Electronic Lexicography in the 21st Century: Thinking Outside the Paper. Proceedings of the eLex Conference 17– 19 October 2013. http:// eki.ee/ elex2013/ proceedings/, 2013.

Lew, R. and G.-M. de Schryver. “Dictionary users in the digital revolution.” International Journal of Lexicography 27, no. 4 (2014): 341-359.

Miller, J. “Learners’ dictionaries of English.” The Routledge Handbook of Lexicography. Edited by P. Fuertes-Olivera, 353-366. London and New York: Taylor and Francis, 2017.

Rundell, M. “Macmillan English Dictionary – How It Was Created”. www.macmillandictionaries.com/ features/ how-dictionaries-are-written/ med/, 2007.

Tarnopolsky, O. “Content-based instruction, CLIL, and immersion in teaching ESP at tertiary schools in non-English-speaking countries.” Journal of ELT and Applied Linguistics (JELTAL) 1, no. 1 (2013): 1-11.

Tarp, S. Lexicography in the Borderland Between Knowledge and Non-Knowledge. Tübingen: Max Niemeyer Verlag, 2008.

Warburton, K. “Managing Terminology in Commercial Environments.” In Handbook of Terminology, Vol. 1. Edited by H. J. Kockaert and F. Steurs, 361– 392. Amsterdam/ Philadelphia: John Benjamins Publishing Company, 2015.

Webb, S. (2008). “Receptive and Productive Vocabulary Sizes of L2 Learners.” Studies in Second Language Acquisition 30, no. 1 (2008): 79-95.

Wolf, K. and Stevens, E. “The role of rubrics in advancing and assessing student learning.” The Journal of Effective Teaching, 7, no. 1 (2007): 3-14.

Woźniak, M. “ESP in CLIL degree programmes.” ESP Today 5, no. 2 (2017): 244-265.

Woźniak, M., Acebes de la Arada, Bergues Cabrales, J. M., García García, C. B., Giner Parache, B., Langa Morales, E., Lomba Eraso, L., Terrado Sieso, E. “The perfect dose of Scientific English in Pharmacy: CLIL and ESP interconnections.” In CLIL + Science: New Directions in Content and Language Integrated Learning for Science and Technology. Edited by R. Breeze, unpaged. Navarra: Servicio de Publicaciones de la Universidad de Navarra, 2016.

Yang, W. “ESP vs. CLIL: A coin of two sides or a continuum of two extremes?” ESP Today 4, no. 1 (2016): 43-68.




DOI: https://doi.org/10.22190/JTESAP1802265W

Refbacks

  • There are currently no refbacks.



ISSN 2334-9182 (Print)

ISSN 2334-9212 (Online)



Publisher:

University of Niš

Univerzitetski trg 2, 18000 Niš, Serbia
Phone:    +381 18 257 095
Telefax:  +381 18 257 950


© 2013 by University of Niš, Serbia