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How do you balance ESP learner autonomy and teacher guidance and support?

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Teaching English for Specific Purposes (ESP) is a challenging and rewarding field of language education. ESP learners have specific goals, needs, and contexts that require tailored courses and materials. They also need to develop their autonomy, or the ability to take charge of their own learning, to succeed in their professional or academic situations. However, autonomy does not mean isolation or abandonment. ESP learners still need guidance and support from their teachers, especially in the areas of motivation, feedback, and metacognition. How can you balance these two aspects of ESP teaching and learning? Here are some tips and strategies to help you.

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1 Assess learner needs and preferences

Before you design or deliver an ESP course, you need to assess your learners' needs and preferences. This will help you understand their goals, expectations, challenges, and learning styles. You can use various tools and methods to gather this information, such as surveys, interviews, questionnaires, needs analysis, or learner diaries. Based on the data you collect, you can tailor your course content, materials, activities, and assessment to suit your learners' needs and preferences. You can also involve your learners in the process of planning and evaluating the course, which can increase their autonomy and engagement.

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Tracy Meddaugh

English Academic Teacher | ESL/TESOL Teacher | K-12 | Adult | M.Ed. in TESOL | English B.A. | Writing Minor
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One thing that is fun for learners is to learn something with you in a conversation game with written dialogue. Then they practice these chunks of dialog with their peers. Next, students switch roles in the conversation. This involves scaffolding and then independent learning and practice of a discourse they might use at work or on a task.

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Anna Gandrabura

Founder | Executive & Leadership Coach | Podcast Host | Empowering Women in Tech
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I create English for IT courses, and as a content and course creator, I believe that bite-sized learning is the most effective approach nowadays. By introducing content in manageable "bites" and encouraging regular practice, you can help your students develop a habit of practicing English every day, making it a routine part of their lives just like breakfast, reading the morning news, etc. With this approach, your ESP course is much more likely to be successful and beneficial for learners.

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Matteo Negri

Helping cool as f*ck students shine through creative learning & innovative teaching.
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Balancing ESP learner autonomy and teacher guidance is essential for effective language learning. Learner autonomy empowers students to take control of their learning process, while teacher guidance provides structure, expertise, and support. By adopting a learner-centered approach, integrating technology, and creating a supportive learning environment, teachers can strike the right balance and facilitate successful language acquisition in ESP contexts.

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Sal Tellez

ESL Teacher | EFL Teacher | English Coach | Translator | Interpreter | Speaker | Learner
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The starting point should be an assessment of the learner's needs, preferences and curren skillset, this will give you an idea of the support needed by the student and the amount of autonomy that could be goven then reassess the learner periodically, in order to adjust according to the learner's development or the difficulty of the goal.

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Christian Leclerc

Head of English | Innova Schools México | Author | Education & Coaching
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El profesor puede ofrecer directrices claras y recursos ??, pero también debe fomentar la independencia y la toma de decisiones del alumno. Esto se logra proporcionando retroalimentación constructiva y oportunidades para la autorreflexión ??. Los estudiantes necesitan sentirse apoyados mientras desarrollan habilidades lingüísticas y la confianza para utilizarlas en situaciones reales. El profesor actúa como guía ???, motivador y facilitador del aprendizaje, permitiendo que los alumnos se empoderen para dirigir su propio progreso mientras reciben el apoyo necesario. Este equilibrio fomenta un ambiente de aprendizaje colaborativo y centrado en el estudiante ??.

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2 Provide clear learning outcomes and criteria

Another way to balance learner autonomy and teacher guidance is to provide clear learning outcomes and criteria for your ESP course. Learning outcomes are statements that describe what learners should be able to do or know by the end of the course. Criteria are standards or indicators that measure how well learners have achieved the learning outcomes. By providing these elements, you can help your learners understand the purpose, scope, and expectations of the course. You can also help them monitor their own progress and performance, and identify their strengths and weaknesses. You can use rubrics, checklists, or portfolios to communicate and assess the learning outcomes and criteria.

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3 Offer choices and flexibility

One of the key principles of learner autonomy is that learners have choices and control over their own learning. Therefore, as an ESP teacher, you should offer choices and flexibility to your learners whenever possible. For example, you can let them choose the topics, texts, tasks, or resources that interest them or are relevant to their specific purposes. You can also let them decide how, when, where, or with whom they want to learn, within certain limits and guidelines. By offering choices and flexibility, you can cater to your learners' diverse needs, preferences, and situations. You can also foster their motivation, responsibility, and creativity.

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4 Use scaffolding and modelling

While offering choices and flexibility is important, it does not mean that you should leave your learners alone or without support. ESP learners may face difficulties or challenges in learning new or complex language skills, concepts, or content. They may also lack confidence or experience in using English for their specific purposes. Therefore, as an ESP teacher, you should use scaffolding and modelling to help your learners overcome these obstacles. Scaffolding is the provision of temporary and adjustable support that helps learners perform tasks that are beyond their current abilities. Modelling is the demonstration of how to perform a task or use a skill or strategy effectively. By using scaffolding and modelling, you can guide your learners step by step, and gradually withdraw the support as they become more competent and independent.

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Jennifer Brown

ESL teacher at Chesterfield County School District
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As a teacher working with young English language learners, I have to start the year with much scaffolding and modeling of skills. As students gain proficiency and efficacy, l use less modeling and provide specific and constructive, yet encouraging, feedback on letter formation and sound production, then move onto higher skills such as segmenting and blending sounds to lead to beginning reading success.

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5 Give feedback and encouragement

Another way to balance learner autonomy and teacher guidance is to give feedback and encouragement to your learners. Feedback is information that helps learners improve their learning outcomes, performance, or behavior. Encouragement is praise, recognition, or reward that helps learners maintain or increase their motivation, confidence, or self-esteem. As an ESP teacher, you should give feedback and encouragement that are timely, specific, constructive, and actionable. You should also encourage your learners to give feedback to themselves and to each other, which can enhance their autonomy and collaboration. You can use various forms and sources of feedback and encouragement, such as oral, written, peer, self, or digital.

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6 Teach learning strategies and skills

The final tip to balance learner autonomy and teacher guidance is to teach learning strategies and skills to your learners. Learning strategies are techniques or methods that learners use to plan, monitor, evaluate, or regulate their own learning. Learning skills are abilities or competencies that learners need to perform learning tasks effectively. As an ESP teacher, you should teach learning strategies and skills that are relevant to your learners' specific purposes, such as reading strategies for academic texts, presentation skills for professional contexts, or test-taking skills for exams. You should also help your learners reflect on their own learning processes, strengths, and weaknesses, and adjust their strategies and skills accordingly. By teaching learning strategies and skills, you can help your learners become more autonomous, effective, and lifelong learners.

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Mija Seli?

Empowering educators for effective teaching with young learners | Picture books in primary language learning
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As a young English language teacher, I always start, when children first come to school, with my pupils becoming confident with themselves and starting building relationships with other peers. That takes up to 6 months. I teach them social skills, focus and concentration, and the basics in communication and collaboration. Even though they don't speak English, I use the English language for communication. Learning strategies on how to understand and communicate is the first step to learners' autonomy since that is the skill that enables human connection. Academic knowledge comes after that.

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7 Here’s what else to consider

This is a space to share examples, stories, or insights that don’t fit into any of the previous sections. What else would you like to add?

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How do you balance ESP learner autonomy and teacher guidance and support?

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2

3

4

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1 Assess learner needs and preferences

2 Provide clear learning outcomes and criteria

3 Offer choices and flexibility

4 Use scaffolding and modelling

5 Give feedback and encouragement

6 Teach learning strategies and skills

7 Here’s what else to consider

Teaching English as a Second Language

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