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From an ESP teacher's perspective, the scope of English teaching in tertiary settings has been expanding significantly. The earlier concerns with teaching the language skills for the target performance situation (see e.g. Dudley - Evans & St John, 1998) are now complemented by the interest in teaching discipline - specific literacies (see e.g. Zhang & Chan, 2017) and competencies such as critical thinking, creativity, autonomy, and mo tivation as clearly advocated in this volume edited by Ruth Breeze and Carmen Sancho Guinda. This expanding scope of an ESP teacher's work adds to the argument that ESP teachers are doing more than merely playing a service role (see e.g. Hutchinson & Waters, 1987) but are assuming an essential place in the education of tertiary students. As such, the volume is a valuable reading for ESP practitioners who will find support and guidance on how to promote the four competencies in their teaching, which would en hance their professional status and identity. |
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