ERIC EJ923455: Between the ESP Classroom and the Workplace: Bridging the Gap

2009·0.64 MB·English

by  ERIC

Hassan Bouzidi
Between the ESP Classroom and
the Workplace: Bridging the Gap
Since the launch of far-reaching in the local Moroccan hospitality
higher education reforms sev- industry, and (3) supplement the ESP
eral years ago, many institutions textbook to make it more relevant to
across Morocco have begun revamp- the employment setting.
ing their English for Special Purposes
The importance of English
(ESP) programs to bring them in line
for the hospitality industry
with the needs of local employers.
French is Morocco’s unofficial sec-
These reforms recognize the correla-
ond language, and it plays an impor-
tion between what students learn in
tant role in commerce and economics.
class and success in their future profes-
However, tourism industry profes-
sions. Therefore, a main objective of
sionals are aware of the status of Eng-
English departments is to ensure that
lish as an international language and
ESP courses impart the key commu-
are capitalizing on that trend. The
nicative skills that are most useful to
hospitality industry has a special need
graduates in their chosen careers.
for employees who can communicate
An important component of an
effectively with the English-speaking
effective ESP course is a textbook
clientele that visit their hotels and
that contains job-related English les-
resorts and use services and activi-
sons. However, there often is a mis-
ties they offer, including restaurants,
match between the content of ESP
conferences, and guided tours. From
textbooks and actual workplace lan-
the tourism agent at the airport to
guage demands. To help teachers rec- the hotel receptionist at the front
ognize and rectify the mismatch, this desk and the secretary in the market-
article describes a three-step method ing department, English proficiency
to (1)  collect data about the needs is required to carry out business. In
of employees and employers, (2) use addition, large hotels require qualified
that data to evaluate classroom mate- translations of promotional material
rial—in this case an ESP textbook for and interpretations of business meet-
English language learners who work ings. Preparing students for careers
10 2009 Number 3 | E n g l i s h TE a c h i n g F o r u m
in the hospitality industry and improving the • Many managers prefer hiring appli-
language skills of current employees requires cants with foreign language skills to
an ESP textbook that teachers can use to better serve the growing influx of trav-
teach particular language skills and forms of elers from abroad.
communication. Choosing an ESP textbook • Nearly all personnel managers require
or determining the suitability of one already knowledge of French, followed by
in use is accomplished by a needs analysis that English.
documents the type of workplace English that • Most employers (87%) said English
employers and employees require by collecting skills would be a plus in applying for a
data through interviews, questionnaires, and job and would earn them a higher start-
on-site observations. ing salary.
• Receptionists, telephone opera-
Step 1: Survey of employers and
tors, staff at information desks, and
employees
administrators who know some Eng-
A workplace needs analysis describes the lish provide better service to guests
entire context in which English is used, and enhance their organization’s
including the skills, settings, topics, and rel- performance.
evant language functions. Official statistics • Most employees with English skills
about languages and language use in the
are offered a job in the reception area.
workplace and other environments are not
Of the managers interviewed, 30%
always readily available, especially in develop-
would consider employing graduates
ing countries where such concerns are still
with English language proficiency at
considered a luxury. Where statistics do exist,
secretarial levels.
the information is often too superficial to be
• The largest need is for receptionists,
of any use for instructors or students.
telephone operators, and tour guides
Therefore, to conduct a language needs
to communicate in English with guests
analysis for the hospitality industry, I began
at hotels and airports. Communicative
collecting data by interviewing employers
tasks include answering phone calls,
and surveying and observing employees. The
taking reservations, and leading excur-
resulting information created a framework
sions. A lesser priority is for secretaries
by which to evaluate the ESP textbook and
and other staff to read and translate
supplement it, if necessary, for the benefit of
business correspondence and promo-
all the stakeholders involved: students, teach-
tional materials and to interpret at
ers, employees, and employers.
business meetings.
Results of interviews with employers • On occasion, outside English transla-
To gather data from the employers about tors are brought in to translate tour-
their English language needs, I used a semi- ism information, correspondence with
structured interview format that asked a tour operators abroad, and technical
predetermined set of questions with follow- manuals for new equipment, and out-
ups (see Appendix 1 for interview format). side interpreters are used for occasional
A sample of 44 hospitality industry per- meetings with non-French-speaking
sonnel managers were interviewed. They foreign business partners.
came from three main leisure and tour- • No managers reported an in-house
ism subsectors in the Greater Agadir area: language training program at their
hotels (24), travel agencies (14), and Agadir organization. They prefer to contact
International Airport  (6). The interviews outside language schools or institutes
revealed that most of the managers do not whenever they need new employees.
consider learning another language a priori- The majority of managers (73%) stat-
ty for themselves, although they do consider ed that they encourage their staff to
learning a foreign language as indispensable enroll in outside ESP courses. (This
for their employees. Following are some of underscores the importance of offering
the most important conclusions from the quality ESP courses at the university
interviews: level.)
E n g l i s h TE a c h i n g F o r u m | Number 3 2009 11
Results of employee questionnaire English than at speaking and writing it.
For purposes of the present study, I admin- Translating and interpreting skills are
istered a questionnaire to a sample of 101 used but are not as important.
employees in the hospitality industry in the
Employee language proficiency
Greater Agadir area. (See Appendix 2 for the
Questionnaire and observation data indi-
questionnaire.) These employees came from
cate that, in general, employees who use Eng-
three main travel and tourism subsectors:
lish as part of their daily routine possess an
hotels (66), travel agencies (19), and Agadir
intermediate level of spoken English language
International Airport  (16). The employees
proficiency and need improvement. Some
surveyed indicated that they used their Eng-
employees also need to improve their English
lish language skills quite often and for a wide
writing skills. Overall, the employees surveyed
variety of purposes. The employees were sur-
indicated the following problems:
veyed about (1) their position/duties within
• Employees cannot express themselves
the organization, (2) their use of English on
coherently or fluently in spoken English.
the job, (3) their level of English, (4) the areas
• Employees cannot understand native
where they need improvement, and (5) their
English that is spoken at a normal
future language needs. Following are the most
speed.
important results from the questionnaire:
• Employees have an inability to recog-
• Employees stated that their French
nize and express the specialized termi-
language skills were much better than
nology of the hospitality industry.
their English skills.
• Employees confuse formal and infor-
• Almost all of the employees view Eng-
mal language styles. For example, an
lish as either necessary or very impor-
employee might say, “Drop your bags.
tant for carrying out their jobs.
I’ll take ’em to your room” to a guest
• The employees in the hospitality indus-
who has just checked in rather than
try who most often use English are
the more appropriate, “May I help you
(1) personnel in the hotel reception
with your bags?”
area, (2)  excursion tour guides, and
• Employees are unfamiliar with impor-
(3) ground hosts/hostesses at airports.
tant language topics and functions
• Some of the most important hospitality
needed for effective communication
industry work settings where students
with English-speaking visitors. Table 1
find employment include (1)  hotels
identifies some of the specific lan-
and motels (receptionist, restaurant
guage topics and functions that are
worker, valet, concierge, advertising
most important for hospitality industry
manager, aerobics instructor, lifeguard,
employees.
music show leader, theme park atten-
dant); (2)  travel agencies (secretary, Step 2: Evaluating the ESP textbook
tour leader, museum guide); (3) air- After data on the language needs of
ports and airlines (arrival area and ter- employees and employers has been collected,
minal attendants, airline cabin crews). the next step is to evaluate the ESP textbook.
• The most important uses of English One of the commercially available textbooks
occur in face-to-face conversations, fol- frequently used by local instructors to teach
lowed by telephone calls. Most recep- English for Business is International Express
tion area employees report that English (Taylor 2003), a general English course for
conversational and rhetorical skills are working adults at different levels with stu-
essential to create a pleasant atmo- dent and teacher editions and audiotapes.
sphere when they greet and converse This textbook’s stated objective is to teach
with clientele. English for work, travel, and socializing. My
• Speaking and listening skills are far goal was to evaluate the degree to which this
more important than reading and writ- textbook met the English language instruc-
ing skills in the hospitality industry. tional needs as identified by the employ-
However, most employees said they ers and employees in the local hospitality
were better at reading and listening to industry.
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Table 1: Language Topics and Functions
LANGUAGE TOPICS
1. Geography: description of places and natural landmarks; distances
2. History: local historical personalities, sites, events, and traditions
3. Time: present, past, and future actions and events; duration of activities
4. Weather: seasons; temperature extremes; types of storms
5. Food and Drink: local cuisine; restaurant menus
6. Sports and Pastimes: local teams; parts of the body; leisure activities; games
7. Music: local bands; traditional musical instruments
8. Customs: festivals; holidays; religious celebrations
LANGUAGE FUNCTIONS
Interpersonal Exchange
• Greet and say good-bye
• Introduce oneself and others
• Begin and end conversations
• Ask for repetition
• Check comprehension
• Change the subject
• Interrupt appropriately
Professional Exchange
• Ask for and give information, suggestions, and directions
• Make reservations and travel arrangements
• Describe people and places
• Tell time and change currency
• Make polite inquiries about health, likes and dislikes
• Make apologies and respond to complaints
• Express regret and sympathy
• Make and reply to offers and requests
• Make invitations and give recommendations
• Raise and counter objections
• Create invoices, faxes, memos, and letters
A popular method to evaluate textbooks is directly applicable to the textbook under
is through the use of checklists based on evaluation.
criteria such as grammar and vocabulary Accordingly, I developed five questions
lessons, the appropriateness of topics, and to evaluate the suitability of International
the overall relationship to the syllabus (Ur Express for teaching the English skills needed
1996; Sheldon 1988). Although many items by employers and employees in the hospitality
on different checklists will apply to most industry.
textbooks, in many cases there are irrelevant
or missing items that complicate a textbook 1. Does the textbook cover the language func-
evaluation. It is therefore useful to scrutinize tions learners are likely to use in their future
checklists and create an adapted version that professional environment?
E n g l i s h TE a c h i n g F o r u m | Number 3 2009 13
An ESP course such as English for Tour- improve this skill. Authentic reading passages,
ism helps students learn the English language taken from a variety of sources, introduce the
functions they will encounter in the hospital- theme of each unit, and there are integrated
ity industry. Therefore, the textbook should writing tasks. However, the textbook fails to
match the learners’ specific communicative focus on speaking, which is the language skill
needs. most needed in the hospitality industry, as
Although International Express may be per- reported by both the employers and employ-
fectly appropriate for a different ESP course, ees in the survey.
it does not entirely satisfy the communicative Each unit of the textbook also contains
needs of the hospitality industry because there a “language focus” section that deals with
is insufficient presentation and practice of basic grammar points. These sections are not
many of the specific language functions listed entirely useful for students studying English
in Table 1. for Business in general or English for Tour-
ism in particular because these students have
2. Does the textbook cover the topics/situa- studied grammar during their first two years
tions learners are likely to encounter in their at the university.
future professional environment?
When preparing the content for a course, 4. Does the textbook content adequately
teachers must draw up an inventory of topics reflect local and target language cultures?
and situations that are relevant to students’ The lack of culturally relevant content
needs and are likely to motivate learning. By in any textbook is detrimental to students’
the time students graduate, they should be motivation. Students may feel alienated when
able to carry out the basic communicative everything in the book is happening to people
tasks required in the hospitality industry. with foreign names and is taking place some-
Many of the useful topics in Table 1 either are where else. A student could be forgiven for
not covered at all or are presented so generally asking, “Where am I in all this?”
that they are not relevant to the hospitality Students’ self-confidence and motivation
work environment. are boosted when instructional material is
For example, the contents of Unit 3: Chair- directly relevant to their culture and way of
ing a meeting, and Unit 6: Giving talks and life. The selection of textbook content should
presentations, are more suitable for employees take into account the cross-cultural dimension
in managerial positions. They are not useful of the hospitality industry. Textbook writers
for students who are starting their careers at and instructors have to keep in mind that
the bottom of the ladder as receptionists, tour future graduates will most likely work in a cul-
guides, or waiters/waitresses. At this stage in turally diverse context. They should therefore
their careers, students are less likely to find aim to raise learners’ awareness of culturally
themselves in situations where they have appropriate language related to music, sports,
to organize meetings, give presentations, or food, and pastimes, to name but a few. Stu-
engage in high-level negotiations. dents find the material much more exciting
In addition, International Express targets when there is something for them to identify
an international business audience and does with: “Marrakech and Ouarzazate” instead of
not make ample reference to the pertinent “Venice and London,” “tagine and couscous”
hospitality industry context. It apparently instead of “fish and chips and tapas,” and
assumes that the lessons in the textbook are “doing business in Morocco” instead of “doing
transferable and therefore suitable for all sorts business in China.”
of business contexts. International Express makes no reference
to the French language and culture that
3. Does the textbook emphasize the linguistic have an important place in the Moroccan
skills most needed in the Travel and Tourism social fabric. Many businesspeople have been
industry? educated in French, and French continues to
The textbook places a strong emphasis dominate as a language of wider communica-
on listening and reading, and its audio com- tion. For example, hospitality employees in
ponent provides plenty of listening input, so the Moroccan context would benefit from
there is a lot of opportunity for students to knowing that in English there are no equiva-
14 2009 Number 3 | E n g l i s h TE a c h i n g F o r u m
lents of tu and vous (informal vs. formal pro- importantly, a needs analysis should take place
nouns), or that in some cases you can address at every stage—before, during, and after a
individuals from the United States or Britain course. This type of ongoing evaluation allows
by their first name, even if you have not a language program to be continuously modi-
known them for very long. Learners would fied and improved (Genesee 2001).
also benefit from a set of French to English
translation exercises. Step 3: Supplementing the ESP textbook
The textbook also does not offer opportu- In Morocco, as in many countries, stu-
nities for students to demonstrate understand- dents have limited exposure to English outside
ing of similarities and differences between of the classroom. Apart from the few occa-
their own culture and the culture of people sions where learners get to meet native speak-
from English-speaking countries. Students ers of English—mainly businesspeople and
should, for example, be aware that the physi- tourists—there is little opportunity to use the
cal distance between speakers during a con- language. To compensate, English language
versation is important for communication. programs must provide learners with a rich
When speakers stand close to each other and diverse linguistic and cultural experience.
in the Moroccan context, it is perceived as Tomlinson (1998) points out that, when
“being friendly,” but the same distance might evaluating instructional material for language
be disconcerting to a British or American trav- teaching, it is important to consider how
eler and would be interpreted as “breathing interesting the content is for the learners, but
down their neck,” especially when you have it is paramount for the material to be clearly
only just met them. Without a full awareness linked to the course objectives. If the textbook
of other peoples’ (and our own) attitudes, focuses on the linguistic skills employees need
mind-sets, and ways of life, misunderstand- in the workplace, it will be useful. Accord-
ings will prevail and communication will suf- ing to Alexander (1998), such usability is a
fer as a result. principle that should guide the selection of
instructional material.
5. Does the textbook take into account local
However, no textbook is perfect. In other
teaching/learning styles?
words, instructors will almost always need
The textbook does not take into account
to supplement materials to a certain degree
the rote-learning style prevalent in Morocco,
based on learners’ specific needs. According
which students are very accustomed to by the
to Allwright (1981, 9), “there is a limit as to
time they reach the university level. Although
what teaching materials can be expected to do
teachers must introduce students to problem
for us. The whole business of the management
solving and critical thinking techniques, they
of language learning is far too complex to be
should also exploit rote-learning abilities for
satisfactorily catered for by a pre-packaged set
vocabulary development. For example, the
of decisions embodied in teaching materials.”
development of a glossary of major tourism-
And according to Hutchinson and Waters
related technical terminology would let the
(1987), if existing materials are found to be
teacher employ direct instruction and drills
ineffective, they can be adapted or rewritten
to help students learn important vocabulary.
to reflect the learning needs and objectives
In addition, such a glossary would serve as a
that have been identified.
permanent reference tool.
Based on the data from the employer and
employee surveys, many chapters of Interna-
Ongoing evaluation
tional Express need to be supplemented with
The purpose of evaluation is to make
rewritten or adapted material to meet the
sure that all aspects of instruction relate
needs of the English language learners in the
to the learner’s needs as identified through
hospitality industry. Teachers can take advan-
interviews, questionnaires, observations, and
tage of English language newspapers, maga-
examinations. It is important to note that
zines, and Internet content to supplement the
needs analysis applies not only to the text-
textbook in the following ways:
book but also to all aspects of a language
program, including the teaching approach, • To be usable in Morocco, the textbook
activities, group work, and lesson plans. Most can be supplemented with additional
E n g l i s h TE a c h i n g F o r u m | Number 3 2009 15
topics and language functions appli- classroom. Many students are so distracted by
cable to the local hospitality industry. modern communication technology that very
Not only do students have to learn how few bother reading a newspaper or a novel.
to express these important language After doing the dreaded homework, many
topics and functions, they also need les- are glued to their television sets or computer
sons on how to use the correct language screens where they surf the Internet for hours
style to distinguish levels of formality on end. Nevertheless, modern information
as it relates to age, gender, social status, technologies are an excellent means of get-
and setting. ting students to learn. The teacher may give
• The speaking skill is very important in students homework that involves listening to
the hospitality industry, but it is the a TV or radio program or reading a newspa-
employees’ weakest skill, and it is insuf- per article on the Internet. In Morocco, even
ficiently dealt with in the textbook; the most remote areas now have cyber-cafés,
this calls for the writing of authentic and English channels such as CNN and BBC
dialogues for group work and role can easily (and cheaply) be picked up using a
plays based on the critical language satellite dish.
topics and functions in Table 1. Some In my own English for Tourism class, I
language topics and functions in the allow five to ten minutes of what my students
textbook are applicable to the hospital- and I call “Business News Bulletin.” At the
ity context and can be used as is or can beginning of each new session (and before we
be slightly revised to adapt them to the get to open the textbook or any other material),
local context. “student reporters” tell the class about the latest
• Reading and writing skills are a lesser issues in the world of business (especially issues
priority for most employees, but these related to the hospitality industry). Students try
skills are still important; therefore, the to consider questions such as these:
exercises in the textbook can be adapt-
• “How is Morocco doing in its bid to
ed as necessary for practice in reading,
attract 10 million tourists by 2010?”
writing, and translating promotional
• “Are there any new resorts being built?”
material and business correspondence.
• “How are the airlines coping with the
• Because of the importance of French,
recent global financial crisis?”
the creation of a list of important tour-
ism terminology in French and English These questions allow students to keep
would improve English skills by not- abreast of new developments and get used to
ing false cognates and terminological the language of business.
differences. Students will learn that a I conducted a survey of 12 instructors who
person from France using the word used International Express in their English for
smoking might not be asking for per- Business class. These instructors came from the
mission to smoke but might in fact Greater Agadir area and taught in a number
be asking for his dinner jacket to be of private language schools (7) and the local
ironed; that when an American says à public university (5). The results of the survey
la mode he may not be referring to the indicated that although the need for supple-
waiter’s fashionable outfit but asking mentation of the textbook was clear, only a
that his apple pie be served with ice minority (27%) of the sample of teachers said
cream; and that cuisine to an English- they used supplemental materials. Of those
speaking person does not refer to the using supplemental materials, 12% used text
kitchen as such but to what is being and pictures from general business magazines,
cooked in it, especially as related to newspapers, and newspaper supplements; 8%
a particular nation’s food and style of used free material available from business orga-
cooking, e.g., Moroccan cuisine and nizations; 5% relied on companies’ websites;
French cuisine. and 2% used off-air audiovisual material.
Extracurricular supplementary activities Conclusion
Supplementary activities also take the form When choosing or being assigned an ESP
of language lessons that take place outside the textbook, teachers need to assess its useful-
16 2009 Number 3 | E n g l i s h TE a c h i n g F o r u m
ness. The steps to make teaching methods Genesee, F. 2001. Evaluation. In The Cambridge
correspond with employment needs requires guide to teaching English to speakers of other lan-
guages, ed. R. Carter and D. Nunan, 144–50.
gathering data from stakeholders through
Cambridge: Cambridge University Press.
observation, interviews, and questionnaires to
Hutchinson, T., and A. Waters. 1987. English for
describe the specific workplace language con- specific purposes: A learning-centred approach.
text. This data can then be used to evaluate Cambridge: Cambridge University Press.
Sheldon, L. E. 1988. Evaluating ELT textbooks
the textbook and will lead to valid decisions
and materials. ELT Journal 42 (4): 237–46.
for supplementing the textbook with extra
Taylor, L. 2003. International express. Oxford:
material or activities. Oxford University Press.
Using the textbook as the sole instruc- Tomlinson, B. 1998. Comments on Part C. In
tional guide, from cover to cover, without any Materials development in language teaching, ed.
B. Tomlinson, 261–64. Cambridge: Cambridge
supplemental material, will not address the
University Press.
realities of individual learning situations. By
Ur, P. 1996. A course in language teaching: Practice
getting to know the real needs of learners and and theory. Cambridge: Cambridge University
their potential employers, ESP teachers can Press.
judge the distance between classroom material
and the requirements of the workplace and be Hassan Bouzidi holds a PhD in Applied
able to bridge that gap. Linguistics from Glasgow, UK, where he
was an assistant professor in the
References Department of Modern Languages for
two years before joining the Department
Alexander, L. 1998. Course design and the manage-
of English Studies at Ibn Zohr University
ment of learning. In IATEFL 1998: Manchester
in Agadir, Morocco. He was awarded a
conference selections, ed. P. Grundy, 74–78.
Kent, UK: IATEFL. Fulbright Scholarship to write Marrakech
Allwright, D. 1981. What do we want teaching Express, an English for Tourism textbook,
materials for? ELT Journal 36 (1): 5–18. published in Rabat in 2007.
See appendixes pp.18-19
E n g l i s h TE a c h i n g F o r u m | Number 3 2009 17
Hospitality Industry Employer
Interview Form
Between the ESP Classroom and the Workplace: Bridging the Gap • Hassan Bouzidi
The primary purpose of the present study is to explore the extent to which the
content of materials instructors use in their “English for Business” classes cor-
responds to the actual needs of the local hospitality industry. The results of this
study will be of great value to all stakeholders: the learners, the instructors, and the
hospitality professionals. I would appreciate it if you could take time to answer a
few short questions. Your comments will be of great help.
1. What is your position within this organization?
2. What is the principal language you use for business?
3. How often do you use English for business?
Always Sometimes Rarely Hardly ever Never
4. Do you require English language skills of job applicants?
5. How fluent do applicants need to be before you can recruit them?
6. In which positions would you employ someone with English language
skills?
7. Do you have an in-house translating/interpreting service?
8. Do you have an in-house “Business English” course?
9. If not, do you pay for your employees to attend a “Business English”
class outside the organization?
10. Do you take your employees’ English language achievement into account
when promoting them to higher positions?
11. Which comes first on the list of your recruitment criteria: a “business
degree” or an “English language degree”?
12. Please add any comments you feel are valuable.
Thank you for accepting this interview.
18 2009 Number 3 | E n g l i s h TE a c h i n g F o r u m
Hospitality Industry Employee
Questionnaire
Between the ESP Classroom and the Workplace: Bridging the Gap • Hassan Bouzidi
The primary purpose of the present study is to explore the extent to which the
content of materials instructors use in their “English for Business” classes cor-
responds to the actual needs of the local hospitality industry. The results of this
study will be of great value to all stakeholders: the learners, the instructors, and the
hospitality professionals. Please answer the following questions and return your
form to me. Your comments will be of great help.
1. What is your position within this organization?
2. How many languages do you speak?
3. Did you study business? In which language?
4. Have you taken a course in English before you started working for this
organization?
Yes No If yes, what level? _______________________
5. Has your English improved since you started working for this organization?
6. Are you enrolled in a “Business English” class inside the organization?
7. Are you enrolled in a “Business English” class outside the organization?
8. How often do you chat with native speakers of English?
Always Sometimes Rarely Hardly ever Never
9. How would you rate your English?
Excellent Good Average Not Good Poor
10. Does your boss encourage you to improve your English? How?
11. In which areas do you feel you need improving?
Listening Speaking Reading Writing
12. Please add any further comments you would like to make about the use
of the English language within your organization?
Thank you for completing this questionnaire.
E n g l i s h TE a c h i n g F o r u m | Number 3 2009 19