ERIC Number: ED249765
Record Type: RIE
Publication Date: 1984
Reference Count: 0
Teaching EST without Becoming a Scientist: A Practical Technique.
A teaching method developed for a class of Taiwanese nuclear engineers studying at Oregon State University emerged from a situation in which the English for Science and Technology (EST) instructor did not have extensive experience with the technical language of the field. The design of the lessons was based on the assumption that the students already knew the science content, and the use of their knowledge was integral to the instructional program. In opening comments to the students, the teacher assumed responsibility for the language of the lessons and assigned to the students responsibility for the scientific matter. As a result, the students appreciated recognition of their specialized skills, came to contribute their knowledge freely, and enjoyed the opportunity to practice the language in contexts relevant to their special situations. Lessons covered such topics as definition, classification, conceptual paragraphing, compounding, nontemporal verb choice, and implicit information. A sample lesson reviewing definition and classification and introducing conceptual paragraphing and implicit information illustrates the method used. It is concluded that the technique relieves the language teacher of trying to teach what he does not know, and in this case resulted in an exceptionally good teaching situation despite some initial nervousness. (MSE)
Publication Type: Guides - Classroom - Teacher
Education Level: N/A
Authoring Institution: N/A
Identifiers: English for Science and Technology; Oregon State University
Note: Some of the text may be marginally legible due to broken print.