have the pleasure of inviting you to the   


4th  IATEFL ESP SIG SYMPOSIUM – 13th/14th January 2017


Venue: Lublin, Głęboka 28, CIW Building A,

 Room 102, 1st Floor, 

Room 233-234, 2nd Floor 

Symposium Programme with Abstracts
Friday, January 13th 

12:00 – 13:00 Registration and Welcoming Coffee 


13.00 – 15:00 Pre-Conference Event 1 - Room 102
Professor David Little, Trinity College, Dublin Implementing a Portfolio Approach to Teaching/Learning ESP – Workshop
This workshop will provide participants with a basic rationale and toolkit for implementing a portfolio approach to the teaching/learning of ESP. The main emphasis will be on goal setting and self-assessment based on checklists of “I can” descriptors linked to the proficiency levels of the CEFR.
David Little retired in 2008 as Associate Professor of Applied Linguistics and head of the School of Linguistic, Speech and Communication Sciences at Trinity College Dublin. His principal research interests, on which he has published extensively, are: the theory and practice of learner autonomy in second and foreign language education; the use of the Common European Framework of Reference for Languages to support the design of second language curricula, teaching and assessment; and the exploitation of linguistic diversity in schools and classrooms. Starting in 1998, he played a leading role in the development and implementation of the European Language Portfolio at national and European levels; from 2000 to 2010 he was successively consultant to and member, vice chair and chair of the Council of Europe’s ELP Validation Committee. He continues to contribute to the Council of Europe’s language education projects. 
13.00 – 15:00 Pre-Conference Event 2 - Room 233-234
Geoff Tranter, Technical University, Dortmund A Practical Approach to Preparing Your Next ESP Course – Workshop 
Imagine you have been asked to prepare a course in English for Specific Purposes (ESP) for a group of students.  Successful preparation of such a course is a challenge, both in terms of content and in terms of methods. The aim of this practical workshop is to give practical advice as to how teachers should approach such a task.  It is specifically designed for EFL teachers who would like to become more familiar with the requirements of ESP teaching with a view to widening their teaching skills within their college environment.  Teachers registering for this PCE event should decide beforehand on the ESP area they are most interested in, e.g. English for IT, English for Social Sciences, English for Town Planning, and bring along a laptop or tablet. The intended outcome of the session is to go home with at least the outlines (hopefully more) of a specific ESP course of your choice. 

15.00  15.30 Lunch and Coffee Break


15.30  –  16.00 Official Opening of the Symposium and Welcoming Speeches - Room 102


16.00 – 16:25 Keynote Speech 1 – Geoff Tranter, TU Dortmund - Room 102
Five Misconceptions Teachers Have about Teaching ESP 
Many teachers are wary of taking on ESP courses in the belief that it would involve far more preparation than standard general English courses. This is one of a number of misconceptions that prevent teachers from taking on the often enjoyable task of teaching ESP. If you are one of those teachers, come along. Perhaps we can change your views.
16.30 – 17.10 – Grażyna Duda, M.A. Silesian University of Technology, Gliwice - Room 102
A Pilot CLIL Engineering Project – Presentation 
In my presentation, I will talk about a pilot CLIL project which was carried out as a result of a collaboration effort between the Foreign Language Centre and the Faculty of Civil Engineering at the Silesian University of Technology (SUT) in Gliwice. The project lasted for one and a half semesters of the academic year 2015/2016. The participants were civil engineering students learning English as a second language. The project had two coordinators: a content teacher, and an English language teacher, both were academic staff of the SUT.  The students were working in five teams, each had to design and make a prefabricated concrete bench. While preparing for their main task, students had to do a lot of preparatory research work. I will show how it was used by students to develop an understanding of their topic area. Our CLIL project had a Finnish coordinator and an advisor from the HAMK University of Applied Sciences, who tele-cooperated with us, and during her visit to our University carried out some practical language sessions. 
16.30 – 17.10 Erika J. Williams, Hochschule Düsseldorf, Germany - Room 233-234
Marketing Communications in English – Online Presentation
Dominated by global holding companies, marketing communications have adopted English as a lingua franca in a pervasive manner at a rapid rate. A huge ESP market exists. Creative, open-minded, different, crazy, passionate and left field are a few words that describe both pre- and in-work learners of English for marketing communications. The working environment in an agency is fun, unconventional and dynamic, and teaching in the industry can be extremely rewarding and stimulating. Concentrating on this niche market and building a reputation can increase a teacher’s market value, but a lack of suitable materials has hampered teachers’ development. This presentation explores this largely untapped area of ESP and introduces materials taken from my book, “Marketing Communications in English” (2016, Wayzgoose Press)
17.15 – 17.55 Małgorzata Warmińska-Marczak, Oxford University Press - Room 102
Exploiting the Dense Forest of ESP Reading Texts – Presentation  
Reading is at the heart of what ESP students do, and ESP teachers are expected to provide students with appropriate reading materials in all branches of study. It is often a challenge for students, who might feel lost reading a text with many unfamiliar words and structures.  It is also a challenge for the teachers, as preparing good reading lessons takes a lot of time and study. In this presentation, we are going to look at the process of selecting written texts and the ways of exploiting them, from basic comprehension tasks to more creative ways of getting the most out of them.  
17.10 – 17.55 Anna Podlewska, Medical University in Lublin - Room 233-234
Spice up Your Medical English Class – Workshop 
The workshop has been designed to meet the needs of Medical English teachers who wish to stimulate student engagement and provide memorable learning experiences via the use of video- and game-based activities. It brings together a variety of tried and tested teaching ideas primarily developed to be used for classroom work, as a basis for standby lessons or to supplement different courses. The ideas cover a broad range of medical vocabulary, including body parts and organ systems, symptoms, diseases, drug categories, and hospital equipment. Considerable emphasis is also placed on word formation, word analysis, and plural endings.
18.00 – 18.40 Przemysław Szewciów, Pearson - Room 102
Learning Over Teaching with Pearson Online English - Presentation
There is no typical language learner. Each learner has unique skills, interests, and goals, such as getting a promotion or working with English-speaking clients. The challenge is to develop a solution that is engaging as well as interactive, and which is based on learners' daily performance, language-learning needs or proficiency levels, and can adapt each lesson in terms of content, difficulty, and complexity.
This session aims to show how the modern trends in language acquisition and the expectations of today’s learners are realised in PearsonOnline.English.com [1]. This presentation describes the key features of the new language platform aimed at self-study learners giving them the opportunity to practice all four skills, and offering feedback from native-speaking tutors.
18.00 – 18.40 Syed Zafar, UMCS, Lublin - Room 233-234
An Overview of the ESP Specific Instructional Methodologies and Their Implementation in ESP Classrooms – Online Presentation
In view of the fact that inductive learning is an integral part of inquiry-based learning, considering its application in ESP context, its inclusion into ESP instructional approaches enable learners to develop issue-resolving skills and expertise that as a  result facilitate learners to gain the required competencies in the use of the  target language (Pérez-Llantada and Watson, 2011).  ESP teaching methodology is arranged by taking into account the abstraction of input and output (Basturkmen’s 2006). These abstractions are generally linked with the knowledge acquisition process for language learning.  The categories of input and output-centred teaching methodologies include Input-centred ESP teaching methodology, input to output-centred ESP teaching methodologies, output-centred ESP teaching methodology and output to input-centred ESP teaching methodology, which are discussed in this study along with their implementation in ESP classrooms. 

19.30 – 22.00 Dinner/Evening Entertainment 

Saturday, January 14th
09.00 – 09.40 Prof. Jarosław Krajka, Prof. Magdalena Sowa, UMCS, Lublin - Room 102
Teacher Strategies in ESP Course Development - Student Teachers as Authors of Digital Materials – Presentation
Any ESP teacher needs to develop a course in a purposeful, organised, goal- and learner-oriented way. Such planned actions are strategies that drive teachers to execute tasks. An ESP teacher needs to approach course development in a strategic way by analysing needs, retrieving materials and designing activities. This is no different if we take into account e-learning platforms as an authoring environment, However, the presence of a digital medium and the requirements of the electronic tools do pose new challenges for an ESP course developer.  
09.00 – 09.40 Grzegorz Fidala, Oxford University Press - Room 233-234
Politics, Media, Language Skills – Inviting the World into Your ESP Classroom  - Workshop
Step out of your comfort zone. Leave your coursebook (for a while). Open the doors for the real world. In this workshop we are going to take a look at various techniques and methods to use current affairs topics, authentic materials and a range of both digital sources and print publications which enable students' linguistic development as well as becoming better oriented in the flood of information. 
09.45 – 10.20 Przemysław Szewciów, Pearson - Room 102
Are Computers Fairer than Humans? Versant - Automated Language Testing - Presentation
Imagine a language test administered within minutes which can be used in recruiting and training programs, and school admission programs, to evaluate how well employees, teachers, and students can understand and communicate clearly in English.
This workshop will outline the benefits and unique features of automated language tests. Keeping in mind that many examinations have different designs, purposes, and test methods, it is difficult to compare different tests. Candidates’ aptitude for a particular type of test will also vary from individual to individual. This session is aimed to present an alternative to human scored language tests, and show how solutions such as Versant, prove highly reliable, as they are specifically designed to analyse the language skills of non-native speakers.
09.45 – 10.00 Joanna Rączkiewicz, ESP SIG Coordinator, Prof. dr hab. inż. Krzysztof Gołacki, University of Life Sciences in Lublin - Room 233-234 
Global Requirements - Global Education; Functional Safety Tailor-Made Study Programme
‘Functional safety standards are applied across all industry sectors’. In this presentation we will analyse the cooperation between a content teacher, language teacher and second-cycle students of functional safety in achieving a mutual objective - applying theoretical knowledge to practical implementations.
10.00 – 10.20 Ilona Dąbrowska, AGH University of Science and Technology, Kraków - Room 233-234
Implementing Scrum, an Agile Software Development Framework, in an ESP Course – Talk 
The aim of the talk is to introduce Scrum, an Agile software development framework, and present its practical applications in foreign language teaching. Skilful implementation of Scrum enables teachers to combine students’ expertise and experience with real-life language use. The idea of developing IT projects in class stimulates students by simulating a real working environment. Liaising with team members, students develop both productive and receptive language skills. Every stage of the project is supervised by a teacher whose contribution and commitment evolves flexibly throughout the project.  The concept of the Agile software development framework has been adapted to meet the challenges of ESP courses at the AGH University of Science and Technology in Kraków. 

10.25 – 10.45 Coffee Break

10.45 – 11.40 Keynote Speech2 Professor David Little, Trinity College, Dublin - Room 102


Writing for ESP Proficiency 
This talk will combine insights from literacy research with practical examples taken from primary, post-primary and adult classrooms to argue that non-stop writing is an obvious way of achieving high levels of ESP proficiency.
11.45 – 12.20 Agnieszka Dzięcioł-Pędich, Agnieszka Dudzik, Joanna Kic-Drgas, Foreign Languages Teaching Unit, Białystok - Room 102
ESP Testing in the Eyes of the Teachers – Talk
The field of ESP language testing seems to represent significant challenges for trainers. The challenges frequently lie in developing reliable assessment tools, balancing background knowledge and language proficiency in ESP tests, or choosing specific language skills and competencies which ought to be tested in particular fields of academic or professional activity.  The aim of this talk is to report on a study conducted among ESP trainers practising in a number of educational institutions in Poland. The research sought to identify the role of assessment in the field of academic, professional and occupational English. It also aimed to investigate what challenges ESP teachers face in designing assessment procedures in the context of subjectspecific approach in foreign language instruction.
11.45 – 12.20 Neslihan Onder Ozdemir, School of English University of Sheffield - Room 233-234
Dr Erdem Akbas,  Erciyes University     
Re-visiting the Constructs of Medical English Examinations in Higher Education – Online Talk  
The paucity of content knowledge and knowledge of disciplinary culture in medicine gives rise to challenges for ESP teachers when teaching medical English. Surprisingly, testing for medical English knowledge in undergraduate education is under researched. Thus, there is an urgent need to apply a design of good assessments replicable for different teaching contexts (Douglas, 2000; Hamp-Lyons & Lumley, 2001). We set out to share our experiences in the light of practice and research (see Woodward-Kron& Elder, 2016). Our aim in the present study is to share our experience in testing medical English based on six-year longitudinal research: ‘What should be assessed and how?’ It is noteworthy that in each step of the medical English examinations, all the stakeholders in the teaching process (i.e., ESP practitioner, medical specialists and medical students) are involved in designing the valid examination. We collected data through longitudinal observations, regular meetings with the medical specialists, and written comments from both medical specialists and medical students (n=82). The examination process depicted how the collaboration, the training and education of the stakeholders enhance the understanding of the needs, problems encountered, and successful and unsuccessful examination outcomes, and also the degree of satisfaction among all of the stakeholders for the construction of a medical English examination.  
12.25 – 13.00 Dr Mateja Dostal, Faculty of Economics, University of Ljubljana - Room 102
Using Simulations as a Teaching Tool – Presentation 
In international meetings, English is largely accepted as a necessity among non-native professionals. It is therefore of key importance that the ESP learning environment effectively prepares ESP students to meet their future professional communication needs. This paper reports the findings of the corpus analysis and qualitative analysis of foreign language communicative competence in the spoken learner corpus of simulations of English meetings, in a higher education setting. The results provide possible solutions to (1) understand whether/how a teacher is able to facilitate the development of students’ foreign language communicative competence for professional communication, (2) effectively integrate simulations into ESP programmes and (3) consequently improve foreign students’ performance in their target professional communication tasks by using simulations as a teaching tool.
12.25 – 13.00  Przemysław Łazaronek, Centrum Języków Obcych Dziewiętnaście 77 - Room 233-234
IT for Digital Immigrants – Presentation
In my presentation, I'd like to share a few ideas on using IT in an ESP classroom. Simple and free solutions that can help and improve working with students, including clouds, google, Quizlet, word processors. A practical approach to teaching.

13.05 – 13.40  Lunch Break

13.45 – 14.20 Dr Marek Derenowski, Państwowa Wyższa Szkoła Zawodowa, Konin  - Room 102
Identifying the Characteristics of a Business English Teacher - Presentation
Professional and qualified educators are essential for the efficient functioning of any educational system and to enhance the quality of learning. Research supports the notion that a good teacher and actions to be taken on his/her part in the foreign language classroom play a vital role in provoking effective and efficient learning on the part of the students (Markley, 2004). Such statements seem to be true for any educational context. However, due to its uniqueness, English for Specific Purposes, and particularly Business English, may require teacher attributes different to regular teacher characteristics. Therefore, the study described in the presentation, attempted to characterize qualities of an effective Business English language teacher as perceived by participants of Business English language courses. 
13.45 – 14.20 Ewa Muszczynko, Foreign Language Centre of Lodz University of Technology - Room 233-234
Make it HOT – Guide Your Students on Their Path from Memorization to Creation – Presentation 
During the presentation, I will describe an approach to teaching ESP to university students which focuses on fostering their higher-order thinking skills (HOTS) instead of being limited to promoting lower-order thinking skills (LOTS). In the talk, I will refer to Bloom’s taxonomy (used as a very general point of reference), as well as present examples of tasks and materials that I have developed for students of the Language Centre of Lodz University of Technology to help them become more creative, break with traditional learning assumptions and, hopefully, change their way of thinking about university language education.
14.25 – 15.00 Danuta Furszpaniak, Adam Mickiewicz University, Poznań - Room 102
Activating Use of Intellectual Humour in ESP Presentations – Presentation
The talk concerns the development of students’ presentation skills, critical thinking and creativity in the context of improving their global language skills during a (B-Learning) Course of Professional Presentations with Highbrow Humour Based on Semantic Incongruity. 
The students’ task – to prepare and deliver a presentation containing linguistic humour – is defined by strict rules of rhetoric, logic and creativity. This task-based learning approach involves individual work and teamwork. The communicative approach and the use of drama techniques enables the presenters and audience to work at the peak of their linguistic and performative capacities. During this presentation, students’ humorous slides will be shown to demonstrate their authors’ pragmatic competence. Course results, concerning the cognitive preparation of students for future employment, will also be discussed.
14.25 – 15.00 Anna Lipińska, Sylwia Wiśniewska-Leśków,  Foreign Languages Department, Poznan University of Medical Sciences, Poznań - Room 233-234
Teaching Grammar via Language Functions - An Example of English for Medical Purposes – Workshop
Language is a means of communication in a variety of social situations. The structure of a language is a unique combination of expressive words of which each is ascribed a certain function. In other words, functions can be easily identified through structures. Thus teaching functions means training students how to communicate in different conversational contexts and letting them do so right from the very first moment of language instruction. It is also true for ESP, especially in the area of medicine.
15.00 – 15.40 Maria Cyrankowska, University of Rzeszów - Room 102
Managing ESP Classes Using Storytelling
The purpose of my talk is to share my experience and inspire ESP teachers to use meaningful and engaging stories which may allow the students to relate to the surrounding world and help them make the best of their existence. Our English classes will look completely different if while teaching the language and specific vocabulary, we try to help the students find the answers to relevant questions like how to manage time, how to stay focused, how to build self-confidence and self-esteem or how to build good relationships. The students' full attention, enthusiastic attitude and authentic engagement in such lessons are priceless. Storytelling is such a powerful tool to connect, teach and entertain that it would be a waste not to use it in the classroom. With a story, any theme comes alive, captures attention and is remembered. As someone said: It is common to oppose a truth but impossible to resist a story. 


15.00 – 15.40  Justyna Rossa, AGH Kraków - Room 233-234

ESP- Enhancing Students’ Potential 

The classroom is a place where one learns or gains experience. The roles in the classroom have long been established. There is a teacher, the one who teaches or instructs, and students, formally engaged in learning. But what if the roles reverse occasionally or, better still, constantly interweave? In this workshop we will try to see where the ESP students' potential lies and how we can all benefit from it. We will also take a closer look at ways and techniques to boost this potential and make the students actively involved in the teaching/learning process by sharing their knowledge with their peers and the teacher. 
15.40 – 16.15 Closing Ceremony – Drinks and snacks - Room 102  
The Symposium is sponsored by
the University of Life Sciences in Lublin, OXFORD UNIVERSITY PRESS and PEARSON The Symposium will be streamed thanks to the University of Life Sciences in Lublin.
The symposium fee is 130 PLN for IATEFL Poland members and 180 PLN for non-members.
To register for the symposium please fill out the online registration form (go to the form)and pay the symposium fee by 5th January 2016. The symposium fee should be paid to:
Bank Zachodni WBK o/Warszawa
Account no.: 16 1090 1883 0000 0001 0194 5244
Stowarzyszenie Nauczycieli Języka Angielskiego w Polsce - IATEFL Poland ul. Michałowskiego 4
31-126 Kraków
The number of seats is limited (180) and the registrations will be accepted on a first come, first served basis.  All participants will receive a Certificate of Attendance.
For more information, please contact the symposium organizers:
Joanna Rączkiewicz, Sławomir Nowikowski, GeoffTranter – email: lublin.espsig@iatefl.org.pl

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