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The Asian ESP Journal
This paper is a Case Report describing a triangulation of 1) action research, 2) the application of my own previous field research, and 3) direct argument, undertaken in a university in Japan in order to inculcate a more informed and accepting attitude towards the implementation of ESP programmes among both peers and administrators. I undertook these actions in response to initial administrative claims that establishing a university-wide ESP-based programme was not feasible due to three stated reasons: 1) that specialist English content would be too difficult for first and second year students, 2) that students needed to master general English before beginning an ESP course, and 3) that ESP teachers should be content experts, not applied linguists. To address the first claim, I carried out in-class action research in which lesser achieving students were given a specialized task usually demanded of more competent learners. To address the second claim, I applied some results of existing field research from within the medical professional discourse community which indicate discourse competence without a mastery of English minutiae. To address the third claim, I presented to programme administrators a combination of established ESP research arguing
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that ESP teachers may actually be preferable to content experts when conducting ESP classes or in developing materials. These three actions were carried out in order to augment the case for the inclusion of an ESP approach in the university’s English programme and were eventually instrumental in changing and upgrading the university’s English curriculum. It is hoped and believed that these responses and activities might have application beyond Japan, throughout the region wherever similar conditions and sentiments may exist.
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