Developing Supplementary ESP

Modules in Tourism Management

CoTESOL Presentation by:

Yuanyuan Sun
Courtney Van Evera
Sarah van Nostrand

Colorado State University

Contents
Literature Review

Needs analysis

Modules development

Goals and Objectives

Scope and Sequence

Pedagogical discussion and materials

Assessment

Sample module

Project online access

Literature Review
l Currently there are no published needs analyses that specifically target our MTM
domain.

l Synthesis of data through triangulation inspired by Jasso-Aguilar study (2005)

l Activity templates used in development of supplemental modules are adapted from

Huhta et al. (2013)

l Developent of semi-technical word list influenced by Ward (2007)

Needs Analysis
l Overview

Bridge program from an Intensive English Program to a Masters in Tourism Management Graduate
Program

Goal: Identify gaps in student knowledge when entering the MTM program

What do students need to know to be successful in the MTM program? (Target Learning Domain)

l Five sub-areas

Current Situation Analysis

Target Situation Analysis

Learner Factor Analysis

Discourse Analysis

Move Analysis
Research Methods
l Interviews

Past and Current Students

Content Professors and Graduate Teaching Assistants

Program Tutor

Academic English Teacher

l Classroom Observations

Content Course

Academic English Course

l Discourse Analysis

Compleat Lexical Tutor & AntConc

l Move Analysis
Synthesis of Data
l Triangulation - Jasso-Aguilar (2005)

Ex. - Interviews with content profressor, Academic English professor, and students
point to underlying cultural differences

l Detected Needs

Cultural challenges

Vocabulary/key concept challenges

Writing challenges
Modules Development
l Supplemental materials overview

Five modules: 45-minute mini lessons.

Glossary: a list of words with English and Mandarin definitions.

Website: https://espmodules.wordpress.com/

l Why Modules?

Curriculum is impractical and inefficient.

Modules are flexible: can be used in a variety of contexts

option for students to self-administer

materials for language and content teachers to extract for their needs.
Pedagogical Discussion

l Communicative Language Teaching (CLT)

Content-based instruction

Task-based language teaching

l Integrated Skills

reading, writing, listening and speaking embedded in activities

and tasks.
Materials
Culture:
Culture comparison materials adapted from Huhta, Vogt, Johnson, Tulkki (2013)

Vocab:
Writting assignments & required course readings
Compleat Lexical Tutor & AntConc

Writing:
Authentic assignment from Tourism Management class
Move analysis conducted for outcome of writing assignment
Transition words taken from Robinson, Stoller, and Jones (2008)

Glossary:
11 Semi-technical words & collocates;
Definitions in English and Mandarin within MTM TLU domain
Online access
Goals of the modules
Culture

Students become aware of academic cultures and differences therein.

Students transition from their native academic culture to the U.S. academic culture.

Vocabulary

Students learn the most frequently used semi-technical words and collocations and commit them to memory.

Students are able to understand and contextualize vocabulary in class readings and apply them in their
academic writing.

Writing

Students become aware of the protocol for analytical writing assignments.

Students learn the steps of writing to analyze.

Objectives of the modules

l Students will engage in a cultural comparison of native academic culture to U.S. academic culture.

l Students will practice and discuss skills of approaching instructors, obtaining help outside of class,
participating in group discussions, and giving class presentations.

l Students will demonstrate steps of analysis of typical MTM writing assignment:

Define and understand set of principles

Use given indicators of principles to determine presence of principles in a company

Write specific indicators in a matrix

Transfer the data from the matrix to a paragraph

Assessment
Formative Assessment:

Two-minute exit ticket (daily student

feedback)
Teacher observations

Summative Assessment:

Completion of writing task - production of

analysis paragraph
Student survey to assess modules
References
Basturkmen, H. (2010). Developing courses in English for specific purposes. Houndmills, Basingstoke, Hampshire, NY: Palgrave Macmillan.

Benesch, S. (2001). Critical English for Academic Purposes: Theory, Politics and Practice. New Jersey: Lawrence Erlbaum Associates Inc.

Huhta, M., Vogt, K., Johnson, E., Tulkki, H., & Hall, D. R. (2013). Needs analysis for language course design: A holistic approach to ESP. Cambridge University
Press.

Jasso-Aguilar, R. (2005). Sources, methods, and triangulation in needs analysis: A critical perspective in a case study of Waikiki hotel maids. Cambridge:
Cambridge University Press.

Johns, A., & Price-Machado, D. (2001). English for specific purposes: Tailoring courses to student needsand to the outside world. Heinle & Heinle, 49-49.

Larsen-Freeman, D., & Anderson, M. (2013). Techniques and Principles in Language Teaching 3rd edition. Oxford university press.

Nation, I. S., & Macalister, J. (2010). Language curriculum design. New York, NY: Routledge.

Pollard, L., Hess, N., & Herron, J. (2001). Zero prep for beginners: Ready-to-go activities for the language classroom. Burlingame, California: Alta Book Center.

Robinson, S., Stoller, F., & Jones, J. Using the ACS journals search to validate assumptions about writing in chemistry and improve chemistry writing instruction.
Journal of Chemical Education, 2008, 85(5): 650-654.

Ward, J. (2007). Collocation and technicality in EAP engineering. Journal of English for Academic Purposes, 6(1), 18-35.

Widdowson, H.G. (1983). Learning purpose and language use. Oxford: Oxford University Press.
Questions, Please!
Thank you!