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ESP Course Design for the 21st Century: Team Teaching and Hybrid Learning
Keywords:
English for Specific Purposes, interdisciplinary team teaching, hybrid learning, Content and Language Integrated Learning.
Abstract:
This paper aims to promote higher foreign language competences in both students and academic staff by implementing hybrid learning approach and team-teaching strategy in ESP course design. Team-teaching of a language teacher and a content instructor contributes to the direct and practical use of the language in the context of the study field, which in turn further enhances the learning experience. In addition, in hybrid learning, each delivery mode serves as a tool allowing for differentiated instruction and successful task completion. Firstly, the paper will review relevant theory and research literature discussing the benefits and drawbacks of interdisciplinary team teaching strategy. Secondly, it will outline a hybrid course of English for Computer Programming demonstrating how hybrid learning and team-teaching combined can be used as a basis for ESP university courses. Furthermore, it will tackle unified learning outcomes and assessment, as well as present a virtual classroom where the language and content intertwine. The prospective course is designed to be delivered at the Business School of Applied Studies in Blace and the University of Priština’s Centre for Training and Development in Kosovska Mitrovica.
CITATION:
IEEE format
D. Spasić, A. Janković, M. Spasić-Stojković, “ESP Course Design for the 21st Century: Team Teaching and Hybrid Learning,” in Synthesis 2015 - International Scientific Conference of IT and Business-Related Research, Belgrade, Singidunum University, Serbia, 2015, pp. 763-767. doi:10.15308/Synthesis-2015-763-767
APA format
Spasić, D., Janković, A., Spasić-Stojković, M. (2015). ESP Course Design for the 21st Century: Team Teaching and Hybrid Learning. Paper presented at Synthesis 2015 - International Scientific Conference of IT and Business-Related Research. doi:10.15308/Synthesis-2015-763-767
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