Training is one of the organizational forms of postgraduate. In teaching English for specific purposes ESP it is very useful as it allows the student to be approached to the real scenario where he needs to communicate, among other functions. The teacher never loses his role but according to the scenario, it may include other skills that are not the ones they are used to display in the traditional class. Being a tutor in the workplace is very challenging. Sometimes teachers are scared of failing, as they have to face a technical vocabulary as well as some unforeseen situations which have to be handle with some expertise. The key is not to be afraid of these new experiences. Using the student’s expertise in their field together with the teacher´s skills may become a very powerful tool. This article goes into the different roles of the tutor as facilitator of the pedagogical process during this organizational form. The author of this paper wants to provide with some confidence to teachers while they are specializing in different ESP scenarios. That´s why she has shared examples of a training that was carried out in an oil exploration and production company in the province of Matanzas through three performance tasks carried out in the workplace. This may be generalized to other contexts too.
| Published in | International Journal of Science, Technology and Society (Volume 8, Issue 3) |
| DOI | 10.11648/j.ijsts.20200803.11 |
| Page(s) | 29-33 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
| Copyright |
Copyright © The Author(s), 2020. Published by Science Publishing Group |
Training, English, Tutor, Company, Oil
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| [2] | Bernaza, G. (2005). The teaching-learning process in postgraduate education, reflections, questions and proposals for innovation. Havana: Postgraduate Directorate of the MONTH, light printing, Havana, Cuba. |
| [3] | Bernaza, G. (2015). Building pedagogical ideas about the postgraduate from the historical-cultural approach. Edited and printed in Mexico: University Publishing. Digital Edition. Pp. 57-62, 73-80, 122-123, 128-140. |
| [4] | Troitiño, Dora. (2017). Training Program in English for Specific Purposes for the Oil and Gas Industry. Thesis presented as an option to the scientific degree of Doctor of Pedagogical Sciences. Havana Cuba. |
| [5] | Hutchinson, T. & Waters, A. (1987). English for Specific Purposes: A learner-centered approach. Cambridge University Press. |
| [6] | Hyland, K. (2009) Specific Purposes Programs. In Long, H. M., & Doughty, J. C. (Ed.). The Handbook of Language Teaching. (pp 201-217). Wiley-Blackwell. |
| [7] | Johns, A. M. & Dudley-Evans, T. (1991). English for Specific Purposes: International in Scope, Specific in Purpose. TESOL Quarterly 25: 2, 297-314. |
| [8] | Kim, D. (2008). English for Occupational Purposes: One Language Continuum. |
| [9] | McDonough J (1984). ESP in perspective: A practical guide. London and Glasgow: Collins Educational. |
| [10] | Paltridge, B., & Starfield, S. (2013). The Handbook of English for Specific Purposes. Wiley- Blackwell. |
| [11] | Short, J. A. (1983). Drilling: A Resource Book on Oil and Gas Well Drilling from Exploration to Completion. Pennwell Books: Oklahoma. |
| [12] | Smoak, R. (April 2003). What is English for Specific Purposes. English Teaching Forum. P 22-27. |
| [13] | Widdowson, H. G. (1983). Course design and methodology. In Learning Purpose and Language Use (pp. 80-104). OUP. |
| [14] | Widdowson, H. G. (1984). English for specific purposes. In Explorations in Applied Linguistics 2 (pp. 188-190). OUP. |
APA Style
Dora Mirta Troitiño Díaz. (2020). The Role of the ESP Teacher in the In–company Training: An Experience in an Oil Exploration and Extraction Company in Cuba. International Journal of Science, Technology and Society, 8(3), 29-33. https://doi.org/10.11648/j.ijsts.20200803.11
ACS Style
Dora Mirta Troitiño Díaz. The Role of the ESP Teacher in the In–company Training: An Experience in an Oil Exploration and Extraction Company in Cuba. Int. J. Sci. Technol. Soc. 2020, 8(3), 29-33. doi: 10.11648/j.ijsts.20200803.11
AMA Style
Dora Mirta Troitiño Díaz. The Role of the ESP Teacher in the In–company Training: An Experience in an Oil Exploration and Extraction Company in Cuba. Int J Sci Technol Soc. 2020;8(3):29-33. doi: 10.11648/j.ijsts.20200803.11
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Download@article{10.11648/j.ijsts.20200803.11,
author = {Dora Mirta Troitiño Díaz},
title = {The Role of the ESP Teacher in the In–company Training: An Experience in an Oil Exploration and Extraction Company in Cuba},
journal = {International Journal of Science, Technology and Society},
volume = {8},
number = {3},
pages = {29-33},
doi = {10.11648/j.ijsts.20200803.11},
url = {https://doi.org/10.11648/j.ijsts.20200803.11},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijsts.20200803.11},
abstract = {Training is one of the organizational forms of postgraduate. In teaching English for specific purposes ESP it is very useful as it allows the student to be approached to the real scenario where he needs to communicate, among other functions. The teacher never loses his role but according to the scenario, it may include other skills that are not the ones they are used to display in the traditional class. Being a tutor in the workplace is very challenging. Sometimes teachers are scared of failing, as they have to face a technical vocabulary as well as some unforeseen situations which have to be handle with some expertise. The key is not to be afraid of these new experiences. Using the student’s expertise in their field together with the teacher´s skills may become a very powerful tool. This article goes into the different roles of the tutor as facilitator of the pedagogical process during this organizational form. The author of this paper wants to provide with some confidence to teachers while they are specializing in different ESP scenarios. That´s why she has shared examples of a training that was carried out in an oil exploration and production company in the province of Matanzas through three performance tasks carried out in the workplace. This may be generalized to other contexts too.},
year = {2020}
}
TY - JOUR T1 - The Role of the ESP Teacher in the In–company Training: An Experience in an Oil Exploration and Extraction Company in Cuba AU - Dora Mirta Troitiño Díaz Y1 - 2020/05/27 PY - 2020 N1 - https://doi.org/10.11648/j.ijsts.20200803.11 DO - 10.11648/j.ijsts.20200803.11 T2 - International Journal of Science, Technology and Society JF - International Journal of Science, Technology and Society JO - International Journal of Science, Technology and Society SP - 29 EP - 33 PB - Science Publishing Group SN - 2330-7420 UR - https://doi.org/10.11648/j.ijsts.20200803.11 AB - Training is one of the organizational forms of postgraduate. In teaching English for specific purposes ESP it is very useful as it allows the student to be approached to the real scenario where he needs to communicate, among other functions. The teacher never loses his role but according to the scenario, it may include other skills that are not the ones they are used to display in the traditional class. Being a tutor in the workplace is very challenging. Sometimes teachers are scared of failing, as they have to face a technical vocabulary as well as some unforeseen situations which have to be handle with some expertise. The key is not to be afraid of these new experiences. Using the student’s expertise in their field together with the teacher´s skills may become a very powerful tool. This article goes into the different roles of the tutor as facilitator of the pedagogical process during this organizational form. The author of this paper wants to provide with some confidence to teachers while they are specializing in different ESP scenarios. That´s why she has shared examples of a training that was carried out in an oil exploration and production company in the province of Matanzas through three performance tasks carried out in the workplace. This may be generalized to other contexts too. VL - 8 IS - 3 ER -
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