English for Specific Purposes distinguishes itself from more general language study through a focus on particular, purposeful uses of language. A commitment to teaching that attends to students’ specific purposes for learning English has given ESP a unique place in the development of both theory and innovative practice in language instruction since the term first emerged in the 1960s. Focusing on EAP, I discuss the importance of this focus, drawing on my research over the last decade to highlight the disciplinary-specific nature of writing and argue for a specific view of teaching EAP.

This is a conceptual paper that aims to extend the concept of Linguistic Multi-Competence and advance Translanguaging as a research perspective. It focuses on the theoretical foundations of Translanguaging and explores the implications for language teaching and learning in particular and for bilingualism and multilingualism research generally. Empirical examples from self-directed mobile language learning will be used to demonstrate the added value of the Translanguaging approach.

In many EFL writing classrooms, teachers spend a massive amount of time responding to student writing. A large number of them adopt conventional feedback practices, marking student writing laboriously with much attention paid to errors, and dominating the feedback process without involving students actively in the feedback process. Despite the time and energy spent on written feedback, teachers themselves often feel that their efforts do not pay off as students continue to make the same errors and exhibit the same problems in writing. To tackle this taxing issue, we have to get back to basics by examining the “what”, “who”, and “why” questions of feedback in the writing classrooms so as to gain a better understanding of what feedback is, what it is for, and what it entails. We also explore the strategies that teachers can use to motivate students and empower them to take greater responsibility for learning in the writing classroom.

Once a neglected topic in English language teaching, writing has become one of the most prominent topics for language teaching research and instruction. This presentation will provide an overview of some of the key principles of writing instruction in a second or foreign language, followed by some practical tips in designing writing courses, assignments, and assessment. It will conclude with the discussion of some of the current trends and possible future directions.

The Covid-19 pandemic saw teachers all over the world suddenly having to teach English online. Although videoconferencing platforms are easily accessible these days, it can be challenging for teachers to engage and motivate students in live online (i.e. videoconference) classes. In this workshop, we examine activities and strategies that teachers can use to engage learners and help them practice their English in live online classes, including at lower levels. We look at how to design motivating live online tasks, review key online teaching skills, and consider how to structure engaging online classes. You will leave this session with ideas you can try out in your own videoconference classes with your own learners.

Most teachers create materials for their learners, whether to substitute a course book that isn’t appropriate, or to supplement existing resources. However, very few teachers have had any formal training in materials development. In this masterclass, Katherine will offer an overview of the most important aspects to keep in mind when creating materials, referring to good practice and common errors to avoid. She will suggest a framework for creating materials which can be used by all teachers regardless of their context.

What are the consequences of the global status of English for the future development of the language? The talk reviews the relevant statistics, the historical reasons for the language’s present position, and the trends which are affecting English world-wide, both formally (in relation to grammar, pronunciation, and vocabulary) and functionally (in relation to cultural diversity). Implication for language teaching are briefly discussed.

Intercultural communication (IC) skills have become even more essential for effective communication and engagement in local and global matters. English-language teaching in China takes on the task to teach IC to enhance students’ competence for effective and appropriate communication in English in general for intercultural communication for different contexts specifically. This webinar outlines some concepts of different perspectives of culture and IC. It presents six current trends and approaches in teaching IC skills in higher education and discusses fundamental elements needed for teaching such skills effectively.

To learn a language, we have to use it. We need to interact, using the language to communicate with others, both in speaking and writing. Our young learners respond best to natural, contextualized communication that is meaningful, enjoyable, and relevant to their lives. They are also very social and enjoy being active users of the language, not focused on rules or grammar, but on real communication. What kinds of activities can we use to encourage them to be both active and interactive with their teacher and their peers? In this webinar, we’ll explore a number of activities to use with our young learners to motivate them to participate and to develop the knowledge, skills, and attitudes to be good local and global citizens.