Pixel International Conferences

Keywords: ESP, classroom culture, instruction, socioemotional skills.

The target goal of the current paper is to thoroughly analyze and introduce the characteristics of ESP teachers’ classroom language communication in the light of socio-affective skills, pedagogical knowledge, subject-matter knowledge and personality characteristics. The content of the language used by the teacher will be thoroughly elaborated and introduced according to three main qualities of teaching practices common to all EFL courses: these include the classroom culture, instruction and socioemotional skills. The concept of classroom culture in ESP context implies the teacher to create a supportive learning environment, where students can feel emotionally safe and supported. The teacher also promotes positive behavior in the classroom by acknowledging students’ achievement that meets or exceeds expectations. Within the instructional phase the teacher facilitates the lesson to promote comprehension by explicitly articulating the objectives, providing clear explanations of the concepts and connecting the lesson with other subject-specific content knowledge and students’ experiences. The teacher checks for understanding to ensure most students comprehend the lesson content. The teacher also provides feedback to deepen student understanding, she may as well provide specific comments or prompts to help identify misunderstandings. Thus the ESP teacher builds students’ critical thinking skills by encouraging them to actively analyze the subject-specific content of the lesson. In view of socioemotional skills, three aspects are focused: learner autonomy, perseverance and social, collaborative skills. The ESP teacher provides students with opportunities to make choices and take on meaningful roles in the classroom. Students make use of these opportunities by volunteering to take on roles and expressing their ideas and opinions throughout the lesson. The teacher promotes students’ efforts, has a positive attitude toward challenges, and encourages goal setting, thus fostering a collaborative classroom environment.

References

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4. Molina E., Teach Observer Manual, World Bank Group Education, 2019 -https://documents1.worldbank.org/curated/en/949541542659103528/pdf/Teach-Observer-Manual-First-Edition.pdf">https://documents1.worldbank.org/curated/en/949541542659103528/pdf/Teach-Observer-Manual-First-Edition.pdf