The European sTANDEM Project for Certification in Medical English: Standards, Acceptability and Transgression(s)

Charpy, Jean-Pierre; Carnet, Didier

doi:10.4000/ilcea.2475

Cited by 2 publications

(4 citation statements)

References 4 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…As opposed to first-generation tests (characterised by a lack of objectivity and reliability), second-generation tests (emblematic of the structuralist-psychometric approach, and disconnected from real life contexts) and third-generation tests (assessing linguistic skills in context and offering a global view of language proficiency). Charpy & Carnet (2014).…”

Section: Notesmentioning

confidence: 99%

“…In the literature, bothDouglas (2000) and O'Sullivan (2012) describe certification tests as a continuum of specificity, from very general to very specific tests. Thus, general English exams such as the TOEFL or TOEIC tests certify that students have reached a certain level in linguistic and communicative skills needed in everyday life and common workplace situations, but rarely in specific professional settings(Fries-Verdeil 2009, Charpy & Carnet 2014. Similarly, when looking at professional certification tests, the OET, which has been developed for altogether twelve healthcare professions ranging from dentistry to veterinary science, can be regarded as a suite of broader tests situated closer to the general end of the ESP continuum (O'Sullivan 2012), whereas narrow tests such as the ones developed in the course of the sTANDEM project were closer to the more specialised end of the continuum.…”

mentioning

confidence: 99%

See 1 more Smart Citation

Developing a standardised language examination for medical purposes: Lessons learnt from the sTANDEM project

Charpy¹,

Carnet²,

Friedbichler³

2021

asp

Self Cite

View full text Add to dashboard Cite

Background 1The French government's decree issued on the 3rd of April 2020, which stipulates that certification in English will be mandatory at Bachelor's level from 2022 onward, clearly demonstrates that there is not only a real national, but also international need for English language certification. A seemingly effective way for French universities to implement the decree might be to resort to internationally-recognised general English proficiency tests; the TOEFL (Test of English as a Foreign Language) or TOEIC (Test of English for International Communication), for example, might be administered to all students, including those in such domains as law or medicine, which are well-known for their highly specific language needs. This very situation and the current lack of tests in some specialised domains highlight the need for English for Specific Purposes (ESP) certification tests to be promoted and harmonised in France and beyond. This is why the lessons learnt from the sTANDardised language Examination for Medical purposes (sTANDEM), an EU-funded project in which D. Carnet, J.-P. Charpy and M. Friedbichler were involved, could prove useful in the near future.Developing a standardised language examination for medical purposes: Lessons ...

show abstract

Section: Notesmentioning

confidence: 99%

mentioning

confidence: 99%

Developing a standardised language examination for medical purposes: Lessons learnt from the sTANDEM project

Charpy¹,

Carnet²,

Friedbichler³

2021

asp

Self Cite

View full text Add to dashboard Cite

show abstract

“…• un projet de recherche-action (Charpy 2011) • un projet européen de certification en anglais médical appelé sTANDEM (standardised language examination for medical purposes), reposant sur l'expertise de professionnels de la santé, de la linguistique appliquée et d'enseignants d'anglais médical (Charpy & Carnet 2014),…”

Section: Introductionunclassified

“…• la rédaction, à la suite d'un travail collaboratif avec plus de trente spécialistes médicaux, d'un ouvrage spécialisé sur l'anglais médical : L'anglais des spécialités médicales (Carnet & Charpy 2014). 9 Nous présentons les divers apports des spécialistes médicaux lors de la mise en place et de l'aboutissement de ces projets collaboratifs.…”

Section: Introductionunclassified

Discours de professionnels et discours pour professionnels : le travail collaboratif au service de l’enseignement de l’anglais médical

Carnet¹,

Charpy²

2017

asp

Self Cite

View full text Add to dashboard Cite

D’un point de vue synchronique, le discours effectif tenu en milieu professionnel, fondé sur des besoins pragmatiques immédiats, entre parfois en conflit avec le discours spécialisé du domaine étudié par les enseignants-chercheurs. Ainsi, ceux-ci ont-ils tout intérêt à consulter les acteurs du domaine afin de cerner leurs besoins langagiers dans le cadre de projets collaboratifs. Cet article pose le problème des ajustements pertinents entre discours de professionnels et discours pour (futurs) professionnels dans la mise en place de quatre projets à visée pédagogique : des séances d’aide au raisonnement clinique en binôme, un projet de recherche-action sur la FASP, un projet européen de certification en anglais médical (sTANDEM) et un ouvrage spécialisé (L’anglais des spécialités médicales, Ellipses 2015). S’inspirant des travaux sur l’enseignement collaboratif et sur leur expérience personnelle, les auteurs postulent qu’il est crucial que les professionnels ayant une bonne maîtrise de l’anglais travaillent en étroite collaboration avec les enseignants d’anglais médical

show abstract

The European sTANDEM Project for Certification in Medical English: Standards, Acceptability and Transgression(s)

Cited by 2 publications

References 4 publications

Developing a standardised language examination for medical purposes: Lessons learnt from the sTANDEM project

Developing a standardised language examination for medical purposes: Lessons learnt from the sTANDEM project

Discours de professionnels et discours pour professionnels : le travail collaboratif au service de l’enseignement de l’anglais médical

Contact Info

Product

Resources

About