Abstract
English for Specific Purposes (ESP) is a vast area of exploration among scholars due to the many theoretical lenses and methodological approaches researchers have employed in studying English language use in a variety of contexts. In relation to discourse studies, ESP is a fertile ground for investigations related to English-language use in different domains as these have clear implications not only for teaching and learning, but also in negotiating meaning in different sectors of society (workplace, healthcare, intercultural relations).
Organized in four parts, the handbook presents 28 chapters that attempt to provide a comprehensive account of ESP. In introducing the volume, Johns outlines the history of ESP in terms of the eras where dominant research paradigms were observed. She also uses thematic strands to review studies in ESP and present issues and trends in the area.
Part 1 (Chapters 2–6) is devoted to papers on the relationship between ESP and language skills. Chapters on speaking (Feak), listening (Goh), reading (Hirvela), writing (Hyland) and vocabulary (Coxhead) all delve into the foundational work done in ESP that has had an impact on teaching and research of a particular macroskill. Moreover, the chapters examine research findings from investigations of different communicative situations in academic settings. This part of the volume identifies key studies that employ an array of methodologies (corpus analysis, genre/register analysis) which are helpful in the design, implementation and evaluation of ESP curricula and materials.
Part 2 (Chapters 7–16) provides the state of the art of research in ESP in a variety of settings: English for Academic Purposes (Charles), linguistic, discourse and multimodal dimensions in the domain of English for Science and Technology (Parkinson), and a sociolinguistically informed review of studies related to language and the workplace (Marra). Chapters 10–14 delve into specific areas of ESP in occupational contexts: Business English (Bargiela-Chappini), Legal English (Northcott), Aviation English (Moder), English for Medical Purposes (Ferguson) and Nursing (Bosher). Thompson and Flowerdew deal with the intersections of academic writing and social practices as these relate to aspects of dissertation writing and scholarly publication, respectively.
Part 3 (Chapters 17–20) covers the salient dimensions of ESP and pedagogy as it deals with needs analysis and curriculum development (Flowerdew), genre (Paltridge), assessment (Douglas) and technology (Bloch). These chapters provide noteworthy cases on ESP pedagogy as teaching situations are greatly influenced by social contexts and are in turn instrumental in the development of curricula, materials and assessment tools.
Part 4 (Chapters 21–27) reviews the state of the art as regards perspectives and methodologies in ESP research. Nesi discusses the trends emerging from corpus-informed approaches to ESP research. Connor and Rozycki focus on recent investigations of ESP in the light of intercultural rhetoric. Nickerson examines the construct of English as a lingua franca in terms of its potential to maximize the use of ESP in a variety of geographical settings. Considering the critical turn in applied linguistics, Starfield’s contribution discusses the political aspects of ESP, emphasizing the examination of power, ideology and inequality in our work. Kubota and Chiang contextualize critical scholarship in ESP as it used for immigrants in their successful integration. Dressen-Hammouda discusses the salient points of ethnographically oriented approaches in the construction of texts in different contexts. Departing from the textual aspects of ESP research, Prior explores the concept of multimodality in the construction of texts and draws meaningful implications for ESP.
In summing up the volume, Belcher maps out interesting insights on the position of ESP in developing meaningful pedagogies and perspectives in research which ultimately deconstructs concepts such as inner circle Englishes and global/local distinctions in language use. Moreover, she identifies key themes valuable for future investigations, given that ESP has truly actualized its internationalized character.
Evaluating the volume, this book thoroughly covers different aspects of ESP such as theory, research and teaching practice, providing readers an adequate sampling of potential areas of investigation. The multidisciplinary approach through which the chapters are developed can help scholars doing work in discourse studies, since methodological innovations are thoroughly addressed by the volume. Drawing from ethnographic, discourse, corpus and sociolinguistic methods, the work may benefit researchers in terms of the viable theoretical approaches employed in the studies reviewed in this volume. Specifically, the extensive treatment of genres, discourse and social practices can benefit scholars in different disciplines as these concepts are examined within other constructs such as power, ideology and norms in different domains.
Parts 2 and 4 of this volume may particularly appeal to readers interested in discourse analysis as the chapters cover a significant number of settings for exploration and theoretical and methodological approaches for the analysis of language and other semiotic resources. Specifically, the contributions of Charles on English for Academic Purposes, Prior’s work on multimodality and ESP research, Bargiela-Chiappini and Zhang’s chapter on Business English and Marra’s piece on English in the workplace are noteworthy examples that employ a variety of methodological approaches instructive for discourse analysts. These chapters include discussions on state of the art work on corpus approaches to data analysis, genre-based investigations in institutional settings and examination of the role of semiotic resources in the shaping of texts. Other chapters such as the ones delving into ethnographic research and ESP (Dressen-Hammouda), gender and race and ESP research (Kubota and Chiang) and critical perspectives on ESP (Starfield) are examples of work that include political dimensions of language use which is relevant to those engaged in critical discourse analysis.
Though this volume is intended for graduate students and teachers of TESOL and applied linguistics, the accessible style of the handbook appeals to a wider audience. Overall, this book is an invaluable resource for teaching and research.