Reasons why we should have esp in the

Reasons why we should have esp in the

• 1.
  Reasons why we shouldhave ESP in the Philippines Prepared by: Robbie Liza Caytiles Arnee Importante Nadine Balestramon
• 2.
   Swales (1980)describes his experience in ESP programming in the third world.  He states that flexibility in the program design and implementation are important because there are constraints at institutional and socio-cultural levels.  Among others, he points to the fact that ESP program is a non- degree program hence, it receives low status.  This results in inadequate representation within the institution and administrative constraints.
• 3.
  Swales (1980) proposesthat to minimize the constraints, collaborative efforts should be made between ESP teachers, subject teachers and administrators to make necessary modifications towards the desired goals. In this respect, Swales also points out to the need for including the learners' factors especially those related to their study habits and learning strategies. As he puts it, "....it is very important for a course designer to know not only what his students can do and need to do but also to know what they would be willing to do or could be persuaded to do within the confines of their particular educational environment" (p.68).
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  1. The demandof English language teaching has been increasing both in private sectors and in formal institutions such as those in state and private universities. This demand has been generated by advances in commerce and industry which require people to have adequate command of the language both spoken and written.
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  2. The resultof English language teaching at the secondary level has not been very encouraging despite four years' study of English. At the tertiary level, complaints from university teachers and employers show that skills in English such as writing reports, reading scientific books. Taking minutes or taking part in conversations or meetings.
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  3. To developwell-rounded and skilful citizens who are knowledgeable on multiple disciplines as well as to promote systems thinking (i.e., each course should require understanding the link between the environmental, economic, political, and social dimensions;
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  4. Popularize anddevelop preference for sustainable lifestyles: This can be done by increasing citizens' access to information on sustainable practices at home, in the office, in school, in the community, and in other settings through various media and creative communication means.
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  5. Prepare thelearners to enter the workforce, to handle crises, to become resilient and responsible citizens, to adapt to change, to recognize and solve local problems with global roots, to respect other cultures, as well as to create a peaceful and sustainable society.
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  6. It bearsthe mark of a global curriculum in the sense that it advances evidence-based and sound practices to equally meet global, national, and local educational expectations and needs.