Facilitating Relevance of Classroom Pedagogy and Professional Needs in an EFL Medical English  

Oleh:

Widiatmoko, Paulus

Jenis: Article from Proceeding
Dalam koleksi: The 61st TEFLIN International Conference : English Language Curriculum Development: Implications for Innovations in Language Policy and Planning, Pedagogical Practices, and Teacher Professional Development, Solo, 7 - 9 October 2014, page 713-717 .
Topik: Medical English; Relevance; EFL; ESP
Fulltext: FACILITATING RELEVANCE OF CLASSROOM PEDAGOGY.pdf (6.95MB)

Isi artikel

ESP classes are designed to teach language and communication skills that language learners need or will need in their disciplines or professions (Basturkmen, 2010). Applied to Medical English, these include oral communication with foreign patients during Medical examination in which aspects of language functions, Medical content, and cross-cultural appropriateness are elaborated. In this study classical sessions of practicing language functions for 48 Medical students are facilitated by English teachers and doctors. Subsequently, individual skill-lab sessions encouraging a real-like practice are administered, each assisted by a native speaker as an acting patient and a resource for cultural learning, a doctor in dealing with the Medical procedures, and an English teacher for coping with difficulties in the target language skill. Another skill-lab class reviewing these three stages ends the sessions. Students and collaborators’ attitudes are assessed by means of questionnaires and interviews resulting in positive admittance of relevance between the course and professional needs specifically in relation with objectives, material selections, teaching methods. Other benefits and suggestions for the program development are proposed. The collaborative works and teaching methods in this study supposedly provide a model of ESP teaching practice to facilitate relevance between classroom pedagogy to students’ future professional needs.

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