On this page you can read about my way of developing ESP materials with teachers.
I have also done research into ESP Corpus Linguistics.
In 2003 I ran a materials writing seminar for police teachers from Estonia, Latvia, Lithuania and Poland. In one week they learnt how to write text-based materials, work in co-operative writing teams and produced twenty two units of English for Specific Purposes materials for their police students.
The team were Dzintra Ābol, Galina Afenko, Epp Leibur, Jake McClure, Külli Saluste, Ewa Zabiegly, Iraida Vlasova and Žanna Hansone.
I devised a ten stage model inspired by the p’s of the marketing mix (product, price, place etc) and designed to be memorable.
The 10 P Model:
The purpose of the event should be made plain in the objectives.
This involves discussion and agreement on:
- Design of materials
- Working arrangements e.g. pairs etc
- Scope and topics of materials
- Target amount of materials
- Ways of reviewing materials
- Ways of reviewing team processes
This is the actual day-to-day production of materials agreed in above.
4. (Principled) Plagiarism
This refers to the use of published teaching materials for ideas of how to exploit materials and to the construction of new and authentic-like texts from multiple sources to avoid copyright issues.
This is the process of peer review, which will happen informally through the materials production process and more formally at an end of day review of materials produced, the production process itself and the team processes.
This applies to the final material product of the course, which will either be in an acceptable state for the next stage, production, or will need further editing or polishing.
The materials are copyright-free and may be used by any of the participants and their institutions. The actual physical reproduction of the materials, whether as single worksheets or as a course book, is entirely up to the participants and institutions.
This stage refers to the dissemination of the materials to a wider audience, both inside the partner institutions and wider throughout the project. How this review will be conducted and communicated to all participants will be decided during the course.
9. (Further) Peer Review of Practice
There will be further stages of peer review as the materials are taken up and used by others. How this will be done and monitored will have to be decided by the teachers themselves during the materials development process or, at the latest, before the Promulgation stage.
10. Professional Development
This, the ‘final’ stage of the model is the ultimate aim of some professional development. The participants will have to agree on how and when this is to be measured.
You can download these 2003 police and border guard materials below.