Critical Review; “Esp Teaching: Reversal of Roles Between Elt Teachers and Subject Specialists by Osama Khalifa Mohammed”

English for Specific Purpose

Critical Review;
“ESP Teaching: Reversal of Roles between ELT Teachers and Subject Specialists by Osama Khalifa Mohammed”

Baiq Ilda Karwayu
E1D 011 013
IV-A (Morning.Class)

ENGLISH DEPARTMENT
FACULTY OF TEACHING TRAINING
AND EDUCATION

MATARAM UNIVERSITY
2013

I. INTRODUCTION

English for Specific Purpose (ESP), nowadays, it is being discussed highly popular and even applied in a variety of learning institutions. If it is seen from the increasing public interest, we would think that the opportunity to become an ESP teacher is great. Nunan (1989:54) notice that “a rule of thumb for authentic here is any material which has not been specifically produced for the purpose of language teaching”.
However, we could not deny that the teachers or the teaching staff in public educational institutions also remained an important role. From the both the thoughts, opinions and popped journal or and even discuss it. Therefore, in this case I would like to make a critical review related articles to this issue, which is where this article was written by Osama Mohammed Khalifa that titled: ESP Teaching: Reversal of Roles between ELT Teachers and Subject Specialists.
In an article published in 2012, Osama Mohammed Khalifa discusses about reversing function general school teacher who is actually using the English Language Teaching (ELT) as a method. This case is clearly different from that ESP teachers more emphasis on the needs. However, the situation is now it is not so. In a case described in the article, the ELT teachers appeared to have developed their teaching methods to be like the existing methods of teaching in the ESP. This causes a role seemed started the ELT teachers ‘exchanged’ with the ESP teachers.
Purposes of this article as I lifted to be my critical review is to explain how the phenomenon of “function exchange” in teaching in general and specifically happens. So through this article I found better Attractions would be a lesson for the future.

II. DISCUSSION

As discussions that has been described in the introduction, argument between who is more deserving to teach with ESP method; the ELT teachers or teachers ESP itself, this case has not found a concrete deal in many ways. Once again, as we know that the difference between the two is in their teaching methods and terrain. The ELT tends to be used in educational institutions or general public while the ESP is usually used in private institutions as needed. Now the question is: “Who is the ESP Teacher?”
To describe this problem, the writer use per-chapter method explanation; each described the problem as detailed as possible. This facilitates the reader to understand what the author wanted to convey.
Thus, the conclusion in his article; he assumes that if the ELT teacher take some training or seminar to get the necessary skills and knowledge to deal with ESP course, he or she will qualified enough to do it.
In order to avoid the gap, so we returned to the basic meaning of ESP itself. The ESP as an alternative for the specific needs of the teaching people is very important role. Yet we also should not assume worse ELT methods. Both are equally good, just that different needs.
In addition, as well presented in this article about the ESP, that has five different stages in its application. I write in brief; Register Analysis, Discourse Analysis, Target Situation Approach, a Learning-Centered Approach, and Skill-Centered Approach.
Based on brief explanations of the contents of the article above, now we are going to evaluate his writing. Osama Khalifa Mohammed, or people call him Mr. Khalifa, is a member of TESOL in Sudan. He is not only active to be a member at Jazan University but also in The Examination Committee as a Syllabus Committee. Now he is a Coordinator of English at School of Business, JU, KSA.
Overall, I view that the article/paper is addressed to everyone. However, more devoted to the academic practitioners, such as teachers, students in faculty of teacher training and education, also anyone who served in academic institutions.
This article has fulfilled the target audience. Although I was a little caught there are differing opinions from some other experts. Such as Dudley-Evans and St. John (1998), they argue that the responsibility of the ESP practitioner/teacher not only as a teacher, collaborator, researcher, and evaluator, but also the course designer and materials provider. In my opinion, this is what differentiates between ELT teacher and ESP teacher. So, in the event of ‘exchange ' function, it may be caused by environmental factors interests in the region. It could happen because in an environment, it could be a shortage of teachers. While there are also many community groups with different needs but there is only ELT teacher.
Further in this article, in delivering, Osama is using language that is easily understood, but it is not enough to make it interesting to read by beginning enthusiasts. In fact discussion also discussed in brief. I think this is a reasonable case to remember this is the kind of article writing with a large and an extensive theme. In presenting the opinion in this article, the writer uses a lot of references. It also could be a reference and strengthens his theory. It is also serving as evidence that the theory of change/shift had written in this article is not wrong.
Ideas that putted forward by Osama is in the narrative. This is evident from the method he delivered in each materials of his theory. The same is the case with research by P. Reilly (2012) revealed that in Mexico only 25% of English teachers include Internet-based activities and 71% of students describe their English classes as “very boring”. This means that the teacher is required to always be creative in teaching, not only the ESP teachers but also the ELT teachers.
Compared to the writings of some the experts, they have a lot of similarities between the perception about the duties between ELT teacher and ESP teacher. For example, just in the research conducted by Priya Kumari and Mojibur Rahman (2005-2011) the results of their research; at Indian School of Mines, ESP is being practiced with the students of Engineering and Technology to develop their professional communicative skills, and Enhance their Sociolinguistic Competence Three for the last decades. In other words, ESP is able to be applied by anyone, not only by the teaching staff. This is in line with the ideas of Osama in his article.
Similar to Galina Kavaliauskienė’s research (2012) she argues that the new method of teaching should be such that applying in ESP. She also stated, “The academic aspects of communicative competence, such as reading, listening, writing and speaking skills, are crucial to students ' successful progress through the ESP syllabus.”
Dietmar Tatzl (2013) said that the ESP teacher then currently visible a little hard to have opportunities for ELT teacher already good at sorting method of teaching. This however is a complicated matter. Could be said to be an improvement for there are positive changes in the field of English Language Teaching. However, it is also a setback in the field of English for Specific Purpose.
Moreover, in this article, Osama is also gives suggestions on this “function exchange”. He wrote in his article that it does not matter if an ELT teacher uses ESP in teaching methods by a note: he should have further knowledge about the needs of the students and also able to make the syllabus according to the needs.
Completing contents of the article, this also a Sudanese writer gives the illustrations convey his thought. Ss well as many references as a complement and further references. a quotation from a book owned by Osama itself very encourage me to further explore this subject is “ESP should properly be seen not as any particular language product but as an approach to language teaching roommates is directed by specific and apparent but could be better for learning”.

III. CONCLUDING REMARKS

After an evaluation in this article, I stated that the writer’s intention to write this article was conveyed. I agree with his thoughts stating that the ELT teacher may also use ESP in teaching methods according to the needs of learners.
In addition, the writer is also objective in writing his article. As we read in the beginning, in his article, Osama is still wondering whether the “function exchange” of both will change anything or not. Thus, in the discussion, finally he also explained view facts about the situation.
However, unfortunately I did not find the concrete essence in this article. Whereas in writing, by the strength of the opinion is very important to maintain his statements. Osama was a lot of expert opinions and thoughts presented himself, but when seen further, it actually indicates that he does not have the essence of his own thoughts.
Nevertheless, despite it all, this article helped me tremendously in comparing the duties and functions of ESP ELT teacher and teacher. In fourth semesters I got two courses concerned with it and I find it helpful to this article. Possible one day I could make this article as my reference in preparing the research paper.
Neither does the all existing quotations in this critical review, it is able to balance the criticism. As a side that supports this article, I really appreciate the ideas that have been developed so much in the field of education.
Further research on this book (if it will be conducted), I suggest to do some research on a regular basis each semester. I mentioned it for the learning method will definitely change along with the needs of human beings. As well as humans, they would have to change time to time. So it would be nice about this research also change and keep abreast of developments so as to produce a method or even a new theory in the field of teaching.
Particularly in Indonesia, I really hope will be mainly people are developing this ESP method. The state really needs a simple pattern of teaching to develop our country and this article, once again, may be a reference in researching again especially in this case.

REFERENCES

* Mohammed, Osama Khalifa. (2012). ESP Teaching: Reversal of Roles between ELT Teachers and Subject Specialists. Sudan: International Journal of Social Science and Humanity, Vol. 2, No. 6 * Sieroeka, Halina. (2008). The Role of ESP Teacher. www.teacher.pl: Pg.3 * Kumara, Priya & Rahman, M. Mojibur (2005-2011). Key Roles of ESP Practitioners: A Study at ISM, Dhanbad. India: Pg.2 * Kavaliauskienė, Galina. (2012). CHALLENGES IN ESP: TEACHING MILLENNIALS. Lithuania: Mykolas Romeris University, Vilnius, Lithuania. Pg.1 * Dudley-Evans, T. (2001). English for specific purposes. In R. Carter & D. Nunan (Eds.), The Cambridge guide to teaching English to speakers of other languages. Cambridge: Cambridge University Press. * Tatzl, Dietmar. (2013) Translating and Revising as Opportunities for ESP Teacher Development. Cambridge: Cambridge University Press. * Nunan, D. (Ed.). (1992). Collaborative Language Learning and Teaching. New York: Cambridge University Press * http://ebooks.cambridge.org/citedBy;jsessionid=EAE84519A34EC872DB87A3153BEAF31F?doi=10.1017%2FCBO9780511733031&TB_iframe=true;width=600&height=300

References: * Mohammed, Osama Khalifa. (2012). ESP Teaching: Reversal of Roles between ELT Teachers and Subject Specialists. Sudan: International Journal of Social Science and Humanity, Vol. 2, No. 6 * Sieroeka, Halina. (2008). The Role of ESP Teacher. www.teacher.pl: Pg.3 * Kumara, Priya & Rahman, M. Mojibur (2005-2011). Key Roles of ESP Practitioners: A Study at ISM, Dhanbad. India: Pg.2 * Kavaliauskienė, Galina. (2012). CHALLENGES IN ESP: TEACHING MILLENNIALS. Lithuania: Mykolas Romeris University, Vilnius, Lithuania. Pg.1 * Dudley-Evans, T. (2001). English for specific purposes. In R. Carter & D. Nunan (Eds.), The Cambridge guide to teaching English to speakers of other languages. Cambridge: Cambridge University Press. * Tatzl, Dietmar. (2013) Translating and Revising as Opportunities for ESP Teacher Development. Cambridge: Cambridge University Press. * Nunan, D. (Ed.). (1992). Collaborative Language Learning and Teaching. New York: Cambridge University Press * http://ebooks.cambridge.org/citedBy;jsessionid=EAE84519A34EC872DB87A3153BEAF31F?doi=10.1017%2FCBO9780511733031&TB_iframe=true;width=600&height=300