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Towards a Sustainable Curriculum for ESAP Teacher Training Program: A Profile of ESAP Content Specialists' vs. Language Instructors' Needs

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Title: Towards a Sustainable Curriculum for ESAP Teacher Training Program: A Profile of ESAP Content Specialists' vs. Language Instructors' Needs
Language: English
Authors: Emadian, Farzaneh, Gholami, Javad, Sarkhosh, Mehdi
Source: Journal of Teacher Education for Sustainability. 2018 20(2):139-157.
Availability: UNESCO Chair on Interplay of Tradition and Innovation in ESD. Parades 1-220, Daugavpils University, Daugavplis LV-5401, Latvia. Tel: 371-6542-5452; Fax: 371-6542-2890; e-mail: unescochair@du.lv; Web site: http://www.du.lv
Peer Reviewed: Y
Page Count: 19
Publication Date: 2018
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Higher Education
Postsecondary Education
Descriptors: English for Academic Purposes, Second Language Learning, Second Language Instruction, Inservice Teacher Education, Needs Assessment, Language Teachers, Specialists, Course Content, Teacher Attitudes, Instructional Materials, Comparative Analysis, Sustainability, Teacher Evaluation, Scoring Rubrics, College Students, College Faculty, Foreign Countries, Language Tests, Testing Problems
Geographic Terms: Iran
ISSN: 1691-4147
Abstract: The first and most crucial step towards developing a sustainable curriculum for instructors teaching English for Specific Academic Purposes (ESAP) is a needs analysis. Therefore, the main aim of conducting this study was to investigate the in-service needs of language instructors and content specialists teaching ESAP and to spot the differences between the needs of these two groups in order to provide them with systematic treatments in ESAP teacher training programs. This mixed method study was designed on a qualitative-quantitative survey basis using a questionnaire, a semi-structured interview, and an observation checklist. The analysis of the data collected from 50 content specialists and 50 language instructors completing the questionnaires reveals that there is a significant difference between the in-service needs of these two groups, that is, language instructors desire more to be trained in an in-service ESAP teaching training program in terms of professional, procedural and personal needs. Furthermore, the results of the data obtained from the semi-structured interview and the observation of 20 of the above-mentioned instructors (i.e., 10 content specialists and 10 language instructors) indicate that language instructors have more difficulty selecting suitable materials, suffer more from low income, attitudinal difficulties and backwash effect compared to their counterparts teaching ESAP courses. It can be inferred that the results of the present study can sufficiently help the researchers to embark on an in-service teacher training program both for ESAP content specialists and language instructors based on their specific needs in the ESAP context.
Abstractor: As Provided
Entry Date: 2019
Accession Number: EJ1218264
Database: ERIC
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  Data: Towards a Sustainable Curriculum for ESAP Teacher Training Program: A Profile of ESAP Content Specialists' vs. Language Instructors' Needs
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Teacher+Education+for+Sustainability%22"><i>Journal of Teacher Education for Sustainability</i></searchLink>. 2018 20(2):139-157.
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  Data: UNESCO Chair on Interplay of Tradition and Innovation in ESD. Parades 1-220, Daugavpils University, Daugavplis LV-5401, Latvia. Tel: 371-6542-5452; Fax: 371-6542-2890; e-mail: unescochair@du.lv; Web site: http://www.du.lv
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  Data: The first and most crucial step towards developing a sustainable curriculum for instructors teaching English for Specific Academic Purposes (ESAP) is a needs analysis. Therefore, the main aim of conducting this study was to investigate the in-service needs of language instructors and content specialists teaching ESAP and to spot the differences between the needs of these two groups in order to provide them with systematic treatments in ESAP teacher training programs. This mixed method study was designed on a qualitative-quantitative survey basis using a questionnaire, a semi-structured interview, and an observation checklist. The analysis of the data collected from 50 content specialists and 50 language instructors completing the questionnaires reveals that there is a significant difference between the in-service needs of these two groups, that is, language instructors desire more to be trained in an in-service ESAP teaching training program in terms of professional, procedural and personal needs. Furthermore, the results of the data obtained from the semi-structured interview and the observation of 20 of the above-mentioned instructors (i.e., 10 content specialists and 10 language instructors) indicate that language instructors have more difficulty selecting suitable materials, suffer more from low income, attitudinal difficulties and backwash effect compared to their counterparts teaching ESAP courses. It can be inferred that the results of the present study can sufficiently help the researchers to embark on an in-service teacher training program both for ESAP content specialists and language instructors based on their specific needs in the ESAP context.
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RecordInfo BibRecord:
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    Languages:
      – Text: English
    PhysicalDescription:
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        PageCount: 19
        StartPage: 139
    Subjects:
      – SubjectFull: English for Academic Purposes
        Type: general
      – SubjectFull: Second Language Learning
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      – SubjectFull: Second Language Instruction
        Type: general
      – SubjectFull: Inservice Teacher Education
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      – SubjectFull: Needs Assessment
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      – SubjectFull: Language Teachers
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      – SubjectFull: Specialists
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      – SubjectFull: Course Content
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      – SubjectFull: Teacher Attitudes
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      – SubjectFull: Instructional Materials
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      – SubjectFull: Comparative Analysis
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      – SubjectFull: Sustainability
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      – SubjectFull: Teacher Evaluation
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      – SubjectFull: Scoring Rubrics
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      – SubjectFull: College Students
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      – SubjectFull: College Faculty
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Language Tests
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      – SubjectFull: Iran
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      – TitleFull: Towards a Sustainable Curriculum for ESAP Teacher Training Program: A Profile of ESAP Content Specialists' vs. Language Instructors' Needs
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