Scientific Online Resource System

Conference Proceedings

THE OPTIONS FOR TEACHER COOPERATION IN ENGLISH FOR MEDICAL PURPOSES

Zorica Antic

Abstract

One of the principles of the methodology of English for Special Purposes is that language classes should closely reflect students` areas of interest. This puts forward content-based instruction and language teachers are expected to increase their knowledge of the content area, find materials and resources that generate student interest and involvement and build intrinsic motivation and knowledge.

This brings us to the question concerning the level of knowledge that language teachers should have of their students` specialized subjects. A possible solution is team and/or tandem teaching, a form of cooperation between language teachers and discipline-specific teachers. This method introduces the necessary contents, helps determine the target situations with more precision, as well as the tasks and outcomes of teaching.

The need for team and tandem teaching is particularly important in the field of medicine which is constantly developing. Here, the medical teacher could provide invaluable information concerning relevant medical knowledge, materials and skills to be included in a language class. On the other hand, they can benefit from this cooperation as language teachers contribute by suppling the necessary methodology and linguistic knowledge in order to create a course that would meet students` needs.

Tandem teaching promotes the relationship between subject teachers, language teachers and students by integrating medical knowledge and English language teaching.


Keywords

English for Medical Purposes, medical content, team and tandem teaching, learning in context

Full Text


References

Anderson and Krathwohl 2000: Anderson LW, Krathwohl D. A taxonomy for learn-ing, teaching, and assessing: a revision of Bloom`s taxonomy of educational ob-jectives, complete edition. Longman Publishing Group; White Plains, New York: 2000.

Antic 2008: Antic Z. The New Roles of Teachers and Students in English for Medi-cal Purposes. Facta Universitatis (Medicine and Biology). 2008; 15(3): 125-129.

Antic 2015: Antic Z. Benefits of Student-Centered Tandem Teaching in Medical English. Srp Arh 2015; 143(7-8): 500-504.

Brown 1995: Brown J.D. The Elements of Language Curriculum. Heinle&Heinle Publishers, Boston, Massachusetts, USA, 1995.

Herreid 1994: Herreid C.F. Case studies in science-a novel method of science education. J Col Sci Teach. 1994;23(4):221-229.

Herreid and Schiller 2011: Herreid C.F, Schiller N.A, Herreid K.F, Wright C. In case you are interested: results of a survey of case study teachers. J Col Sci Teach. 2011;40(4):76-80.

Hutchinson and Waters 1987: Hutchinson T, Waters A. English for Specific Pur-poses, A Learning-Centered Approach. Cambridge University Press, UK, 1987.

Hyland 1999: Hyland, K. English for Specific Purposes 1999; 19(3): 297-300.

Jackson 2005: Jackson J. An inter-university, cross-disciplinary analysis of busi-ness education: perceptions of business faculty in Hong Kong. English for Specific Purposes 2005; 24(3): 293-306.

Johns and Price-Machado 2001: Johns A, Price-Machado D. English for Specific Purposes: Tailoring courses to student needs - And to the outside world. In: M. Celce-Murcia (Ed.), Teaching English as a second or foreign language, Heinle and Heinle, Boston 2001, pp. 43-54.

Koike and Hinojosa 1998: Koike, D. A., Hinojosa, F. (1998). A discourse approach to the assessment of foreign language oral proficiency. Texas papers in foreign language education, 1998; 3(3): 33-49.

Moon 1999: Moon, J. Reflection in learning and professional development: Theo-ry and practice.1999 London: Kogan Page

Pica 1989: Pica, T., Holliday, L., Lewis, N., & Morgenthaler, L. Comprehensible output as an outcome of linguistic demands on the learner. Studies in Second Lan-guage Acquisition, 1989;11, 63-90.

Omaggio 1986: Omaggio, A.C. Teaching language in context: Proficiency orient-ed instruction. 1986, Boston, MA: Heinle.

Shulman 1987: Shulman, L.S. Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 1987; 57(1), 1-22.

Stein 1995: Stein S.G. Equipped for the future: A customer-driven Vision for Adult Literacy and Lifelong Learning. Washington DC: National Institute for Literacy, 1995.

Svendsen and Krebs 1984: Svendsen, C., Krebs, K. Identifying English for the job: Examples from health care occupations. English for Specific Purposes, 1984; 3, 153-164.


Refbacks

Font Size