Workplace english: Approach and analysis

Prince, David

doi:10.1016/0272-2380(84)90021-0

Cited by 9 publications

(8 citation statements)

References 1 publication

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“…A recurring means of investigating learners' communicative needs, what learners know or do not know about the language, has been language tests (Wozniak, 2010). However, Prince (1984) claims that the language teaching approach for occupational purpose courses is not only goal-oriented, but process-oriented as well; therefore it is necessary to use different techniques. Consequently, the analysis of the language features needed to communicate in a target situation 'will alone clearly be insufficient' (Long, 2005, p. 2) to determine the different needs a target group has.…”

Section: The Studymentioning

confidence: 99%

English Syllabus Change on the Basis of School Based Curriculum Development within the Context of a Western Mexican University

Castro

2017

WJEL

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This study aims to investigate the process of improving the English language syllabus within the context of a Western University in Mexico. It was an Action Research investigation which involved the participation of a group of teachers, who played a predominant role during the research, evaluating the original syllabus, producing descriptions resulting in a detailed characterization of it. They also designed a new syllabus, and finally they evaluated the process of improving it. Findings of the study demonstrate that language teachers engaged in a process of analysis and reflection are led to make decisions and changes based on local needs. Findings also demonstrate that, even when teachers showed the greatest willingness to participate in the study they also faced serious challenges.

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Section: The Studymentioning

confidence: 99%

English Syllabus Change on the Basis of School Based Curriculum Development within the Context of a Western Mexican University

Castro

2017

WJEL

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“…Marsick and Watkins (1993) write that critical reflection involves critical thinking in the realm of interpersonal interaction. Hammond and Collins (1991) Prince, 1984;and West, 1984) have devised similar procedures for conducting the needs assessment. The process consists of five steps, beginning with a tour of the work site.…”

Section: Self-directed Learningmentioning

confidence: 99%

“…It is the purpose of this paper to describe and evaluate currently available EWP textbooks in light of three primary concerns: the social implications of their contents, their representation of workplace relationships and culture, and their effectiveness in exploring issues of conflict and unfairness at work. Prince ( 1984) states that an EWP course, although a language class, is by virtue of its setting, a part of the broader field of training and development. As such, the course can bear a resemblance to Prevocational ESL, which is designed for newly arrived immigrants and refugees who require some basic English before they can begin job training or job seeking; Vocational ESL (VESL ), which emphasizes training for a particular trade; English for Specific Purposes (ESP), which is usually associated with medical, technical, and academic professions; or non-academic Adult ESL courses like those taught in community colleges.…”

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confidence: 99%

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Learning work in the ESL classroom : an evaluation of textbooks designed to teach ESL in the workplace

Taylor-Henry¹

2000

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A growing number of American businesses are offering ESL courses at the work site; likewise, more and more textbooks designed specifically for teaching ESL in the Workplace (EWP), are being written and published. The need for an evaluation of these new texts with regard to current teaching methodology, the particularities of EWP, and the social implications ofEWP is a vital one. A good EWP text, besides serving as a guide and resource for learners, can also facilitate intercultural understanding, increase awareness of workers' rights and unions, and promote participation in training programs for job flexibility and promotion. Most importantly, a good EWP textbook can develop the skills necessary for learners, not simply to fit into the American world of work, but to become active participants in their workplaces.This study was intended to determine what EWP texts are currently available, and to evaluate them in light of three primary concerns: the social implications of their contents, their portrayal of workplace culture and relationships, and their effectiveness

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“…If a program's content is going to center on the language used on the job, it is important to distinguish between work-oriented and worker-oriented language. Prince (1984) distinguishes between work-oriented language, which includes jobspecific terminology, and worker-oriented language, which includes generic language skills such as clarifying and confirming instruction, asking questions, and describing. Once this language has been identified, activities which incorporate this language can be identified.…”

Section: Program Contentmentioning

confidence: 99%

English in the Workplace: Case Study of a Pilot Program

Franklin¹

2000

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Workplace english: Approach and analysis

Cited by 9 publications

References 1 publication

English Syllabus Change on the Basis of School Based Curriculum Development within the Context of a Western Mexican University

English Syllabus Change on the Basis of School Based Curriculum Development within the Context of a Western Mexican University

Learning work in the ESL classroom : an evaluation of textbooks designed to teach ESL in the workplace

English in the Workplace: Case Study of a Pilot Program

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