Implementing ESP in Moroccan Engineering Schools: Challenges and Solutions


The Interdisciplinary Journal of Human and Social Studies, Vol.3, issue 1, p.1-16, 2024
8 Downloads, 62 views
  • Research paper

Abstract

As Morocco strives to align its education system with global standards and demands, English for Specific Purposes (ESP) has emerged as a crucial factor, particularly in technical and professional fields. However, the effective implementation of ESP faces many obstacles throughout several engineering schools nationwide. This paper explores the challenges faced in implementing and advancing ESP programs in Morocco, focusing on the case of the Institut National des Postes et Télécommunications (INPT). The article’s main goal is to provide a preliminary assessment of the ESP landscape in Morocco and propose strategies for improvement. While empirical data is crucial for validating these strategies, this article serves as the ground for a foundational discussion of the current situation of ESP in Morocco as a preliminary phase for further empirical research. The aim of discussing this issue is to provide insights into the broader challenges and opportunities for advancing ESP programs in tertiary education institutions in Morocco. Thus, the paper will discuss the specific context of INPT as an example, highlighting the needs of its students and the challenges they face in acquiring the specialized English language skills they need. This will contribute to a more informed approach to the teaching of ESP, ensuring that Moroccan graduates are equipped with the necessary skills to compete in the global marketplace. Moreover, this paper emphasises that ESP instructors, equipped with a deep understanding of both student needs and current industry trends, play a critical role in tailoring course content to meet the specific language requirements of technical careers. This is achieved through the integration of case studies, simulations, and collaborative projects that require students to apply their language skills in authentic contexts. Such immersive experiences not only enhance students’ communication skills but also build their confidence in using English within their technical domains.

Keywords

ESP; skills; technical English; proficiency; job market

References

Anthony, L. (2018). Introducing English for specific purposes. Taylor & Francis.

Baştürkmen, H. (2015). Developing courses in English for specific purposes. Palgrave Macmillan UK.

Biddou, N., Boukanouf, A., & Al Ghadi, A. (2019). English for specific purposes: A study of science major students’ needs at ENS-Rabat. International Arab Journal of English for Specific Purposes, 2(1), 18–29. https://revues.imist.ma/index.php/IAJESP/article/view/18847

Çelik, S., Stavicka, A., & Odina, I. (2018). Are we really teaching English for specific purposes, or basic English skills? The cases of Turkey and Latvia. In Y. Kırkgöz & K. Dikilitaş (Eds.), Key issues in English for specific purposes in higher education (pp. 243–264). Springer International Publishing. https://doi.org/10.1007/978-3-319-70214-8_14

de Souza Gomes, R. (2020). Challenges in developing ESP classes under the critical literacy perspective. In N. Kenny, E. E. Işık-Taş, & H. Jian (Eds.), English for specific purposes instruction and research: Current practices, challenges and innovations (pp. 87–104). Springer International Publishing. https://doi.org/10.1007/978-3-030-32914-3_5

Gaye, A. (2020). Implications of current research in ESP for ESL/ESP teacher training. In N. Kenny, E. E. Işık-Taş, & H. Jian (Eds.), English for specific purposes instruction and research: Current practices, challenges and innovations (pp. 203–225). Springer International Publishing. https://doi.org/10.1007/978-3-030-32914-3_11

Guardado, M., & Light, J. (2020). Curriculum development in English for academic purposes: A guide to practice. Palgrave Macmillan Cham. https://doi.org/10.1007/978-3-030-47468-3

Kavanoz, S. (2020). Use of action research as a viable paradigm for the professional development of ESP instructors. In N. Kenny, E. E. Işık-Taş, & H. Jian (Eds.), English for specific purposes instruction and research: Current practices, challenges and innovations (pp. 247–265). Springer International Publishing. https://doi.org/10.1007/978-3-030-32914-3_13

Kırkgöz, Y., & Dikilitaş, K. (2018). Recent developments in ESP/EAP/EMI contexts. In Y. Kırkgöz & K. Dikilitaş (Eds.), Key issues in English for specific purposes in higher education (pp. 1–10). Springer International Publishing. https://doi.org/10.1007/978-3-319-70214-8_1

Rocha-Antonin, M. (2020). The classroom brain: Building upon collective knowledge. In N. Kenny, E. E. Işık-Taş, & H. Jian (Eds.), English for specific purposes instruction and research: Current practices, challenges and innovations (pp. 11–25). Springer International Publishing. https://doi.org/10.1007/978-3-030-32914-3_2

Shao, C., Chen, C., & Guan, S. (2020). ESP for art major undergraduates: From the perspective of English learning motivation. In N. Kenny, E. E. Işık-Taş, & H. Jian (Eds.), English for specific purposes instruction and research: Current practices, challenges and innovations (pp. 53–86). Springer International Publishing. https://doi.org/10.1007/978-3-030-32914-3_4

Stewart, T. (2018). Expanding possibilities for ESP practitioners through interdisciplinary team teaching. In Y. Kırkgöz & K. Dikilitaş (Eds.), Key issues in English for specific purposes in higher education (pp. 141–156). Springer International Publishing. https://doi.org/10.1007/978-3-319-70214-8_9

Ur, P. (2024). A course in English language teaching (3rd ed.). Cambridge University Press.

Woodrow, L. (2017). Introducing course design in English for specific purposes. Taylor & Francis.

 


Publication date:

1 February 2024

Subscribe for latest updates

Indie folks start out by making something they want to read, that tell stories they want told..