An ESP workshop syllabus for seniors at “50 and up” Puebla, México
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Published:
Aug 3, 2020
Keywords:
ESP, seniors, skill, communicate, travel
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Abstract
The present paper is a case study focused on identifying the main communicative needs of participants enrolled in the program called “50 and up” (50 y más) in the Autonomous University of Puebla (BUAP) in Mexico, specifically in English courses. This work intended to create a proper syllabus especially for this group of people. Data were collected through a questionnaire of 11 questions taking into account a sample of 8 participants, inquiring in their emotions, skills, experiences, and topics course’s opinions to obtain accurate information which helped to create a syllabus with activities for the skills they considered most important; speaking and listening. This, in order to achieve their own purposes. By analyzing the answers, it is been possible to define the contextual topics and specific situations used to develop the activities which aim to cover the goals of the participants when learning the English language in each specific skill. Considering that most student’s main goal is to communicate when traveling out of the country, it is been concluded that the resulted syllabus can be applied to implement additional workshops aside from the main lessons. Having, as a result, a skill-based syllabus that functions as an extra tool that can help professors, social service students and administration people involved in this program to get the participants to reach their purpose; communication when traveling.
Article Details
How to Cite
Huerta Sánchez, N. O. (2020). An ESP workshop syllabus for seniors at “50 and up” Puebla, México. Shimmering Words: Research and Pedagogy E-Journal, 9, 44-61. Retrieved from http://revistas.ustatunja.edu.co/index.php/shimmering/article/view/1988
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Donaghy, K. (2015). How to maximize the language learning of senior learners. British Council.
Dubin, F., & Olshtain, E. (1997). Course Design: Developing Programs and Materials for Language Learning. Cambridge: Cambridge University Press.
Dudley-Evans, A., & St. John, A. M. (1998). Developments in ESP: A multi-disciplinary approach. Cambridge: Cambridge University Press.
Gözüyeşil, E. (2013). An analysis of Engineering Students´ English Language Needs. ELSEVIER.
Hutchinson, T., & Waters, A. (1996). ESP A learning-centered approach. Cambridge University Press.
Knowles, M. (1948). The adult learning theory, andragogy.
McDonough, J., & Shaw, C. (1993). Materials and Methods in ELT. Blackwell Publishers.
Nations, U. (2017). World population projected to reach 9.8 billion in 2050, and 11.2 billion in 2100. Retrieved from ps://www.un.org/development/desa/en/news/population/world-population-prospects-2017.html
Nunan, D. (1999). Second Language Teaching and Learning. Boston: Heinle & Heinle Publishers.
Nunan, D. (2000). Syllabus Design. Oxford: Oxford University Press.
Smoak, R. (2003). What is English for Specific Purposes? English Teaching Forum.
Robinson, P. (1991). ESP Today: A Practitioner's Guide. Prentice Hall, Hertfordshire.
Shepherd, S. (2004). Using authentic materials. Retrieved from https://www.teachingenglish.org.uk/article/using-authentic-materials.
Thomas Orr. (2002). English for Specific Purposes. TESOL. Widdowson, H. G. (1983). Learning Purpose and Language use. Oxford: University Press.