Offering the Algerian ESP Issue a Better Opportunity

Dr Rekia Bouroumi
University of Saida

Abstract

Throughout the ESP (English for Specific Purposes) literature within the Algerian context, much has been written about the reasons behind the weak levels of learners’ performance. These reasons are mostly related to either the learners or to the teachers but very timidly to the environmental factors. This paper is an attempt to trace these and other weakening factors beyond the two learning-teaching partners, to the actual constraints arising from the weak or non-organizational dimension of the ESP ‘course’ as a whole. The context (or the institutions) within which the ESP classroom operates, tremendously affects the ESP teacher’s efforts which are rendered ineffective, at times useless, because of (1) the existence of the ESP course in isolation, from any other ESP curriculum components and from the specialisms’ curricula, (2) the almost nonexistent ESP community and its support (3) the lack of resources and extra-curricular learning and practice opportunities. Therefore, this paper suggests a more holistic approach to the issue by presenting good practices that have to be seriously pondered over if we want to actually better the ESP learning and teaching processes and outcomes.

Keywords: ESP in Algerian Higher Education; ESP Course; ESP Curriculum, ESP Weakening Factors, Blended Learning in ESP

Introduction

ESP, whether for its academic or for its professional utility, is generating considerable interest and expectations worldwide; and urging demands for the improvement of the quality of its teaching and learning are being voiced:

“The role of English in the fields of science, engineering, information technology, and business is ever increasing. Consequently, so too are the demands on ESP practitioners to serve the needs of students and professionals in these fields to conduct their studies, research, and business in English on an international scale.” (Porcaro; 2013: 37)

Similarly, and being aware of the increasing importance of English in all domains of study and research, the Algerian Higher Education Ministry (MESRS) has included its teaching in higher education institutions nationwide. However, and apart from being aware of the increasing need of English for university students’ successful integration in the scientific, technological, political, economic and social domains, what are the MESRS’ educational policies concerning the ESP issue? In addition to generalising it to all specialties, what other measures have been adopted to better ‘serve the needs of students and professionals’ and to improve the quality of teaching and learning within ESP courses? ESP courses are not satisfactory; on the contrary they may be judged as ‘hollow’ in most cases. This paper is an attempt to discuss the Algerian ESP issue from the perspective of a twenty-years-experienced ELT practitioner who has recently (for the last three years) moved to a faculty of sciences to teach English to students of mathematics and physics. Challenged by big hindrances like the demanding task of course design and material preparation and the lack of expertise in the specialism, and disappointed by the non-satisfactory motivational levels and achievements of students as well as the lack of collaboration among the institutions’ partners (apart from the individual efforts), I tried to be cognizant of the ESP course, this ‘stand-alone course’ in the Algerian higher education institutions, so as to suggest more effective measures to reach more successful results.

The Algerian ESP Issue & the Traced Weaknesses

ESP has always been included in Algerian higher education curricula, yet, and with the recent LMD reformation, its teaching has widespread to all domains of study and throughout all bachelor, master and doctorate stages. By going through the ESP literature, some factors affecting the ESP learning and teaching situations include mainly:

Major hindrances faced by ESP teachers:

The demanding task of course design (syllabus, material development)
The difficulty of putting hands on appropriate teaching materials & resources
The lack of expertise in content subjects (especially for post-graduation levels)
The total absence of practical pre-service or in service-training opportunities
Very limited contact and collaboration with colleague teachers (both ESP colleagues & specialism’s colleagues)

Major hindrances faced by ESP students:

Low levels of interest & motivation
Negative beliefs and attitudes towards the English course

- Heterogeneous groups of learners, rendering ESP courses too demanding for some and not challenging for other students
- Little (or no) learning resources (apart from what their teachers provide them with)
- Very limited learning opportunities, limited class-time and little real practice opportunities
- A break between their specialism’s courses and the ESP one

Moreover, and through all Algerian higher education institutions, the description of a typical ESP course does not vary much: an English language teacher – a part time one in most cases- meets a group of students -a large and heterogeneous in most cases- for a weekly ninety minutes session to deal with some technical topics, vocabulary and grammar. After this very brief learning opportunity -from which very few students would have benefited, the students get again absorbed in their specialty courses, which they consider as separate from and more serious than the ESP course! These students’ beliefs and attitudes do not only affect their engagement in the English course, but also the ESP teachers’ attitude and academic belonging to their workplaces. The situation is worsened when such attitudes and beliefs are felt from colleague specialism teachers and administrative staff.

N. Mebitil’s case study (2011) has identified important difficulties that are related to the learners, like lack of motivation, weak attendance, heterogeneous groups, or to the teachers, such as pre-service training, lack of specialized knowledge and lack of cooperation and collaboration among teachers (among ESP teachers and with specialism’s teachers). She has included some constraints that she attributed to the administration, like the short course-time and the absence of official syllabi (Mebetil; 2011:106).

S. Maouche (2016) argues for the changes today’s ESP course has witnessed mainly in content or delivery. She plainly words it -though with a specific reference to EPP [English for Professional Purposes, a branch of ESP]

“[w]ith the spread of the student-centered and the implementation of the Competence-Based Approach in Algeria and the continued increase of international contacts in various spheres, much attention has been paid to the design of EPP courses that can prepare students for professional communication.” (Ibid: 28-29)

Whose attention? Certainly, the course designer’s: i.e. the ESP teacher. Yet, this may not be the case for other ESP branches/ courses and actually, in most cases, these are still approached with the ‘traditional’ mode of delivery: focus on technical vocabulary (lists of words, …), reading or translation… This would ideally and entirely depend only on the ESP teachers’ individual convictions, efforts and abilities (in terms of academic qualifications as well as institutional resources and facilities).

However, and even if the case may have differed for some ESP courses in terms of content, little can be said about other aspects of the ESP course, in its widest sense. In all cases, all practitioners or ESP teachers, especially those new to the field of ESP, are left on their own to manage their teaching-learning process from the very first steps of course design (limited to the syllabi design, mainly) to its implementation and evaluation (if this last step is ever considered!). From one perspective, this can be a matter of ESP teachers’ training, which is a major obstacle in the ESP issue because “Designing a course that can best serve learners‘ interests and needs is an obstacle for many instructors.” (Maouche; 2016: 29)

From another perspective, this hindrance is coupled with another handicap as the English language teachers are unqualified in the specialised technical knowledge and most of them can hardly operate effectively without support, assistance or guidance from the subject specialists, mainly teachers but also students. Therefore, ESP teachers are in need of teacher development or learning opportunities that would strengthen their knowledge in the specialism they are teaching, and, unfortunately, there exists no institutional or academic body or mechanism of support that would facilitate such interdisciplinary exchange between the ESP teachers and their specialism colleagues, at the departmental level, and among ESP teachers dealing with the same specialism, through higher education institutions. Hence, this ‘isolation’ is very consuming to many ESP teachers.

In general cases, the teachers’ role in the success of the teaching-learning process is primordial and their adequate training can make all the difference but in the ESP situation, this is vital because the teachers ‘create’ themselves their courses from scratch; moreover, within the Algerian ESP context which is characterized by the lack of full-time English teachers and the great reliance on part-time faculty, there must be a more global/radical solution to the problem. Since training teachers cannot be afforded for a moving faculty that is unstable and unforeseeable, why not focus on other factors? Besides, the ‘isolation’ factor that ESP teachers face, especially when needing support beyond their linguistic and didactic abilities, is causing huge limitations to the ESP course’s success, so why not think of a radical solution that would minimise the hindrances for this ‘stand-alone-course’?

Another weakening factor for the ESP issue is identified through the literature as being the students as a ‘group’ of learners with diverse and relatively weak language proficiencies as well as low motivational levels: “Although subject students reported being motivated to learn English, their classroom behaviour showed lack of interest and low motivation.’ (Hamzaoui-Elachachi and Bouklikha; 2014: 91). Hamzaoui-Elachachi and Bouklikha have identified the factors and their roots: the students’ English proficiency level, the course content, teaching method and materials, the learning atmosphere, and the insufficient time. The authors summarize: ‘their low motivation was largely due to the English course they received, which did not seem to be appropriate to equip them with the strategies and skills needed in their studies and future profession.” This is exactly what is encountered through our ESP courses: we feel that -whatever efforts we put in course design and lesson preparation, we still cannot arouse all of the students’ interest or keep them interested to keep on learning. That the ESP course is not motivating, appealing or challenging enough to most students is a reality that we have to face: the majority of those who attend or do efforts in class are but instrumentally motivated as all they are interested in is a pass mark (or some extra points to keep for other specialism courses!). Is it possible to find a way to transform this students’ lack of desire to actively and purposefully learn the target language? Can we create appealing learning opportunities within and beyond the ESP classroom’ walls -and in cooperation with other specialism’s subjects- that would improve the learners’ interest, motivation and engagement? Truly, the issue is looming large beyond the limits of the ESP ‘course’.

This would lead us to discuss an important factor: the learning environment, and two related misconceptions. It is taken for granted for the ESP course that, firstly, the learning environment usually refers to the classroom’s atmosphere only, and that secondly, establishing a good learning environment is the ESP teacher’s responsibility -only! That is true that providing students with language learning opportunities is the teachers’ duty but this is not enough when confined to the classroom limits, and the support of the students’ endeavour in developing their skills in the target language has to be a priority of all the learning-teaching partners (teachers and administration), especially when the classroom contact is only 90 minutes per week and when the utility of the ESP course transcends it. Some other and richer learning opportunities have to be created beyond the ESP classroom limits, and these would be fruitful when outreaching other specialism courses. Hence arises another reason for the need for active and positive collaboration.

Another almost neglected factor affecting immensely the Algerian ESP issue is the course continuity or the gradation dimension. It is but uncommon that ESP students within our higher education institutions may have more than one teacher each year, and surely more than one through their curriculum, due to the part-time hiring of ESP teachers, in most cases. Each ‘ESP’ teacher (an ELT in most cases) will opt for a different course content and methodology, thus affecting continuity over the years and over the levels of the same degree as well as how seriously students would view and be interested in the course. Of course, all this is not ensuring the students’ learning /growth in the target language. Tar et al (2009) have put the thumb on the wound by asking the right questions:

“Continuity and … reinforcement are however keys to learning. Is your department ensuring an uninterrupted flow of learning for its students? When a class is ‘handed-over’ to a new teacher, is the ‘hand-off’ accompanied by a teacher-teacher meeting to discuss the class, its syllabus, materials and the students themselves and where they are and what they need to develop?” (Ibid; 2009: 05)

In fact, the lack of continuity within the ESP course could be one of the factors affecting the students’ perceptions and attitudes towards the English course, as well as the specialism teachers’ and administrations and their seriousness in dealing with the ESP course and its teacher!

Accordingly, the students’ low motivation in the ESP course is not only related to themselves (their proficiency level and interest) but may also be due to their teachers (choice of method, content and materials design) as well as to the ‘learning atmosphere’, mainly the short contact-time with the target language and the lack of continuity. So, how can the ESP teacher -assuming that she/he is qualified as an ESP teacher -handle a situation in which the target language is a foreign one, the students have low proficiency and motivation levels and negative beliefs and attitudes towards the course, among many other factors? With the necessity to create the syllabi from scratch and implement them with few resources, little collaboration opportunities and no supporting atmosphere, what rate of success in the students’ language learning can be expected? Who would contradict the statement that, apart from some ESP teachers’ individual efforts, the ESP issue within the Algerian tertiary level and context has not much changed from the 1980’s?? From university to university, from faculty to faculty, from department to department, ESP courses are being weakened or rendered ineffective -unwillingly, unconsciously- by some administrative or bureaucratic practices. ESP teachers are continuously trying, and on their own, most of the times, to change some ‘realities’, to cope with big issues, and to surrender to others.

To wrap it up, even with the recent reformation of Algerian university curriculum (LMD Reform), most of the obstacles or challenges that the ESP issue has faced have remained unsolved, not even considered. Issues like unqualified ESP teachers, the teacher-made instructional materials, the very short lessons-timing, the students’ proficiency and motivation, the large classes, the students’ passive ways of ‘learning’,… have always been the discussed problems throughout the ESP literature without being listened to. However, the obstacles facing the ESP issue loom large, especially when considering other contextual factors like the English language teachers’ isolation and the absence of an ESP community, the students’ little target language learning opportunities and facilities as well as their negative attitudes towards the course, and the lack of other curriculum components and their alignment, among others.

The Suggested Change through Literature

As researchers and practitioners have attempted, through the ESP literature, to identify the factors affecting the success of the ESP learning and teaching processes, most of them have also tried to suggest changes that could upgrade the ESP issue.

N. Mebitil (2011: 139) views team-teaching, collaboration with the subject specialist, an important change to improve the ESP issue though our institutions. Truly, team-teaching is essential especially when considering the qualifications of actual ESP teachers. Equally, Porcaro (2013:34) refers to Bell (2002) and his idea of the three Cs as a way for ESP teachers to effectively handle the issue: Curiosity (being interested in the subject area and actively engaged in learning it), Collaboration (consulting with specialism teachers) and Confidence (developing by understanding their role). Moreover, A. Jankovic et al (2015) argue, in addition to team teaching, for a deeper interdisciplinary approach in which ESP teachers “should be paired up with subject specialists. » as ‘informants’ so as to be empowered by levelling and simultaneously developing their language and academic skills, i.e. the target language competence, the FL methodology (both being attainable), and the specialist knowledge – most importantly (Ibid:764).

From another perspective and to increase the students’ interest and motivation in the ESP course, Hamzaoui-Elachachi & Bouklikha (2014; pp91) suggest a change that is based on a more ‘innovative ESP course’ in which, basically, (1) students have to be more involved in the course and its design through encouraging a more autonomous learning, (2) the teaching methods, techniques and materials have to be carefully selected and (3) a pleasant and supportive classroom atmosphere has to be created. Of course, these changes seem to be the ESP teachers’ responsibility since they directly relate to the course and its design!

Relating the ESP course to the challenges brought by the students as twenty-first-century learners involves a change in the student responsibilities, and thus Tar et al (2009) believe that different approaches have to be considered, mainly the “Problem-based and inquiry-based courses:

“The idea in ESP courses taught using such foci is that students will confront ‘real life’ tasks, and thereby be better prepared for the job market. Towards this end, teachers may provide a range of written materials to set a context within which the students should work, but it is generally up to the student how to develop their work from there. In other words, the student may well end up being left to develop linguistically on their own.” (Tar et al; 2009: 03).

This focus shift or Paradigm Shift is believed to benefit students in developing the target language as well as overcoming their lack of interest, motivation or ‘intellectual curiosity’ through personally performing sets of learning tasks (gather, read, select, and organize information from different sources…). Besides, such approach would ideally empower the students, making them autonomous and active learners through developing skills like “problem solving, self-reliant, being accountable, critical thinking, collaborative learning” (Van Khanh; 2015:230). Moreover, and from the ESP course’s organizational level, this would also mitigate a major obstacle: that of the lack of learning (and teaching) resources (Ibid: 231)

The call for the integration of ICTs (Information & Communication Technologies) or the Internet has been voiced by different authors. While Posteguillo et al (2001:269) consider the Internet to be a promising solution to the ESP issue as this would “open[s] new horizons into the ESP teaching field” , N. Kern (2013) believes this option badly needed: “ Whether they like technology or not, ESP teachers today cannot afford not to integrate technology into their courses” (Ibid: 111). However, Kern argues that the ESP teachers’ lack of interest in this tool lies in their being much focusing on the students’ needs and the limited time of the course (Ibid: 112). The purpose behind Kern’s suggestion is not only to render the target langue learning more effective and efficient, ‘but also because it can offer tools that simulate real life work situations, while giving students the opportunity to acquire and practise essential 21st century professional skills.”(Ibid;112). Within the Algerian context, Mebetil (2011), in her case study, calls for the creation of an ESP Network so as to deliver ESP courses through virtual platforms:

“ The proposed idea for moodle is not only for language teachers alongside their learners but it can also join language teachers from different universities nation-wide which may help ESP teachers better exchange their ideas, experiences and courses, too. Highly experienced teachers can provide assistance for prospective, and novice teachers providing guidance for them besides feedback. » (Ibid:145)

This suggestion is absolutely interesting from the point that it would offer resources to both ESP teachers and their students, and also facilitate communication among ESP practitioners nationwide.

With a common perspective, i.e. strengthening the ‘links’ among the ESP practitioners, some other authors have focused on the institutional aspect of the ESP course, like Van Khanh (2015) who reveals a serious point, in the Vietnamese ESP issue, when he relates the lack of ESP teachers’ professional development opportunities to the “non-disciplinary status of ESP” (Ibid:229). This is also true for the Algerian ESP case in which teacher development (or training) opportunities are totally absent and the status of the ESP course is not really ‘institutionalize’. Similarly, Bhatia et al (2011) argue for a ‘repositioning’ of the ESP course:

‘…at the centre of an English program, thus capitalizing on the full resources of a department and its staff. In this context, there is no longer a need for a multi-tasking, multi-functioning practitioner. Rather, the work of creating and implementing ESP courses can be divided among faculty, with individuals working on smaller, easy-to- complete tasks.” (Ibid:145)

They actually present a Japanese model of such “centralized ESP program [which] is adopted by the Center for English Language Education in Science and Engineering (CELESE) Waseda University.” (Ibid)

Conclusively, after examining different ESP case studies (English for business, medical sciences, engineering, translation …), other authors have suggested varied improvement choices (Tar et al 2009; Maouche 2016; Van Khanh 2015; Porcaro 2013; Janković et al 2015; Mebetil 2014; Hamzaoui-Elachachi & Lamri 2011… to cite a few) like e-learning or blended-learning, teacher development and training, course design and its methodology… However, all these seem to represent fragmented solutions or pieces of a bigger picture because as long as ESP teachers are operating in ‘isolation’ and the ESP courses are ‘standing alone’, any attempts to improve the learning and teaching processes remain restricted to the ESP teacher’s individual efforts, qualifications and thus very limited in results simply because (1) the ESP teacher is being part of the crisis and (2) many of the factors affecting the ESP issue transcend its teacher’s capacities and authority . Therefore, a serious talk about offering the Algerian ESP issue a better opportunity has to start!

Empowering the Algerian ESP Issue: For a National (Institutional) Project

Ideally, how is it possible for the ESP teachers to have the energy, capacity and time to realize the multiple roles attributed to them successfully? How can they deal with the ever -streaming or springing challenges of the course design, the syllabus and instructional material preparation, the specialism’s difficulties, the students’ motivation, the students’ diversity in proficiency, the classroom learning atmosphere, the supporting environment on campus, the colleagues’ collaboration, the academic community’s attitudes…? How is it possible to overcome all of these undermining factors of the Algerian ESP issue in one move? The truly innovative change that would strengthen the ESP course, that would alleviate the ESP teachers’ burden, that would combine all the positive aspects and get rid of the negative ones or the related risks, that would rise to the expectations of the ESP community and its partners, that would support the ESP teachers and their courses, that would transform the ESP courses from second class isolated subjects and bodies of facts that have to be learned or become mechanical habits… into learning opportunities that would present and practise the target language in authentic situations, in real use contexts, this change is believed to be possible only through, basically:

The ESP Curriculum Perspective, to strengthen and align all components
The ESP Community-Building, to improve perceptions & attitudes as well as practices
The ICTs Integration for a Blended Learning as a potential

Firstly, a curriculum is ideally defined as some planned learning opportunities that an educational institution offers, and an ESP curriculum would, therefore, transform the standing-alone ESP courses into an organized plan of educational experiences offered to university students, nationwide, under the guidance of an institutional / academic body. All the theoretical issues and practical aspects related to this set of courses, including learning objectives, needs analysis (tools and processes), selection and organization of content, teaching methodologies, students’ assessment, courses’ evaluation, learning resources (including teaching materials, textbooks/ workbooks, real-life academic resources…), will be examined, selected, prepared, compiled and organized by academics, specialists and field-practitioners in collaboration with local institutional representatives (ESP and specialty teachers and made available to the ESP classroom practitioner. This idea may be criticized by some ESP teachers: no two ESP situations are identical; and may be rejected by others due to the specific and prescriptive nature of curricula. Nonetheless, sharing some of the ESP teachers’ duties with an institutional and academic body / authority would allow a reconsideration and revision of ESP teaching practices and of students’ learning processes through a better ESP curriculum organization & support. Secondly, setting the ESP courses into an ESP curriculum and developing a connected ESP community of practice through integrating ICTs potentials (e-learning, blended learning) would present great opportunities to the ESP issue within our higher education institutions. The enrichment and empowerment that such a framework would offer to the ESP courses, regarding the actual ‘insecure’ state, will be felt through improving its status: an involvement of academics (ESP teachers, specialism’s teachers), building confidence, minimizing risks (obstacles) and maximizing potentials, and an improvement in the quality of teaching, learning and evaluation. This would also open great doors to future perspectives for improvement.

Conclusion

Whether for science and technology, or for international business and economy or for law and political sciences…, English has dominated the higher education institutions worldwide as the major / first target foreign language. The key to improving these students’ English skills (oral or written) is to cater for a communicative learning environment which would stimulate their desire for purposefully interacting in the target language, and to create learning opportunities for them to practice. This is hoped to alter not only the students’ performance, but also their attitudes and retention in English. However, the Algerian ESP issue is not much effective because of numerous obstacles and challenging factors, and the practitioners’ observations and recommendations all highlight the importance of and need for some change in the way ESP course is implemented, some change that would ideally improve its organization, improve collaboration, improve students’ cooperation & engagement, improve the learning environment and teaching contexts…i.e. that would offer the ESP issue better opportunities. Thus, the actual paper highly recommends a thorough reconsideration of the ESP issue within our higher education institutions so as to view it as a project that should, empower ESP teachers and students via the integration of the ICT facilities and infrastructures, the interdisciplinary (and institutional) cooperation, with an ESP Curriculum perspective. A better management of the Algerian ESP course is badly needed for numerous purposes: to offer institutional value, strength and support; to align the ESP course with other essential components of a higher education curriculum and thus render it more operational and effective; to have a more professional consideration of the conditions and all emerging constraints; to unify the efforts and improve interdisciplinary participation of the academic community; to get rid of some wrong practices (administrators’ and bureaucrats’) that weaken the ESP course as a discipline… Actually, an ESP curriculum prospective would (i)facilitate the development and adoption of new ideas, professional and effective approaches, & learning resources and opportunities (through team -designed, prepared and implemented ESP courses for different specialties); (ii)promote an interdisciplinary perspective by integrating specialism teachers in planning, implementing and evaluating the learning activities and by integrating ESP teachers into the “specific professional cultures” ; (iii)ensure active and deeper learning with adequate opportunities / resources, adapted to the individual students’ level of proficiency, learning styles, motivation and engagement; and (iii)ensure the continuity of the ESP course (through a national or institutional programme) and its availability beyond the space and time limits of the classroom (blended learning).

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