ESP AS A HOLISTIC APPROACH TO EDUCATION - CLASSROOM PRACTICE ILLUSTRATION
DOI:
https://doi.org/10.22190/JTESAP240619036WAbstract
The authors advocate major change in the conceptualisation of English for Specific Purposes courses. While the foundational premise of any ESP instruction is highly focused on a particular professional/scientific field and thus narrow as opposed to the concept of language as an ontology, we hereby claim that an ESP course can be successful in its preset outcome and at the same time significantly upgraded towards the notion of language as a tool for not only expressing the fullness of being, but also as a language instruction methodology that significantly improves mental capabilities and social awareness in students. ESP understood and practiced as a narrow, focused approach to language teaching does not necessarily pay attention to the development of any other intellectual or psychological aspect of a student. Authors disagree with the educational policies that proclaim particularised knowledge output of language studying process. We show that with appropriate teaching methodology the teaching of ESP can be (re)turned to holistic education that is the innate nature of language.
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