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3. Book reviews
3.1 Current Developments in English for Academic and Specific
Purposes in Developing, Emerging and Least Developed Countries
Edited by Mark Krzanowski
Garnet Education 2009
ISBN 978190109517-3

Reviewed by Steve Graham

This collection of papers illustrates the diverse problems facing countries in the
developing world as they struggle with English for Specific Purposes (ESP) and
English for Academic Purposes (EAP). The 21 papers are a mixture of background
information concerning significant factors in the disciplines previously mentioned as
well as best conventions in performing specific tasks and functions. The 18 countries
range from African countries such as Angola, Ghana and South Africa to countries
from Asia, such as Cambodia, the Philippines and Thailand. There are also countries
from the Middle East and South America. Due to space, not all the papers can be
reviewed; however, this review concentrates on the four main regions: Africa, Asia,
the Middle East and South America.

Middle East
The three papers covered in this section are from Iran, Palestine and Yemen. “The
effects of social and textual modelling writing: Effects of instruction on Iranian
learners’ writing ability” by Ehya Amalsaleh from the Paramedical School of Shiraz
University of Medical Sciences and Hojatollah Yamini of the Islamic Azad University
of Marvdasht was the first paper to be reviewed. It focuses on two methods of
teaching writing: textual and social modelling.

The aim of the project was to assess the students writing skills by splitting them into
two groups and giving them a pre-test. Each group would undergo different
methodology (textual and social modelling) to see which group would best acquire the
intended writing skills. The results showed that the textual model provided the best
results although there was good class interaction in the social modelling group. This is
a more academic paper compared to the others in the book; however, it was written in
an easy style so that the process was easy to understand and it would be not too
difficult to carry out a similar experiment in your own classroom.

The second paper came from Insaf Saleh of the Al-Quds Open University in the
Palestinian Territories, “Teaching English for general and specific purposes in
Palestine,” gives a more general description of English language teaching in that area
although it does later go on to explain about more specialised teaching.

English is now taught from the first grade based on a curriculum and a series of
twelve books specifically designed for the region called English for Palestine.
Importantly, the curriculum is graded to enable better understanding and success
during the later stages of learning.
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The University of Palestine ensures that all students that study there take a minimum
of two courses of English (6-9 credit hours) at the beginning of their university
education. These courses are specific for the majors that they have been designed for
leading to EST, EOP and EAP courses for medical, science and engineering students
to name but a few. There is also a section describing the in-service teacher training
that is available offered by the Ministry of Education and outside organisations.

This paper is very comprehensive in its description of what English language courses
are available in the territories, giving the reader a good picture of what can be
achieved under difficult conditions. It illustrates areas that can be reflected upon
concerning one’s own education system by making basic English language learning
more specific for an individual country’s learners.

The last paper in this region is, “Evaluating the ESP and EAP situation in a Yemeni
EFL context,” by Nagm-Addin M.A. Saif from the Technical Industrial Institute,
Taiz, Yemen. The author details how ESP and EAP fits into the education system in
Yemen, detailing present strategy before moving on to a proposed new strategy, based
on a series of recommendations focusing on a national strategy taking into account
students’ needs and wants together with materials that are more relevant to the
teaching situation. From this, the reader can once again reflect on their own country’s
efforts in these fields and decide whether there is a similar need for a rethink in
ESP/EAP strategy locally.

Africa
With the African Cup of Nations having just taken place and the football World Cup
in South Africa in 2010, it is only fitting to look at Angola, Ghana, Nigeria and South
Africa in this region.

“The ups and downs of an experiment in teaching technical English in Angola,” by

Leonardo Makiesse Ntemo Mack is a brief article concerning the teaching of technical
English in a large camp in Malongo, Angola administered by a large petro-chemical
company Chevron. He details the preparation for the course by conducting a SWOT
analysis and then trying to overcome the problems encountered. After the needs
analysis was conducted the course was designed and then an account of the, “ups and
downs,” experienced during the course were detailed. The end of course results are
discussed with a section on conclusions and recommendations for the future.

As mentioned previously, this is a small study; however, it has been used to by the
company to prepare future ESP courses that are going to be taught as part of the
programme. There is nothing to stop individual teachers conducting the same type of
action research to find ways of improving existing courses by instigating some kind of
intervention to benefit the stakeholder as well as the students concerned in their own
country.

The second paper is, “Domains of English in Ghana and its use for specific purposes,”
by Jemima Asabea Anderson, Gladys Nyarko Ansah and Patience Afrakoma hMensa
from the Department of English, University of Ghana, Legon, the University of
Brighton and the Open University, Milton Keynes respectively. This article explains
how English is used in Ghana, which is a multi-lingual country due to its history and
the mobility of its workforce. English is used in education from nursery school up to
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university level; however, Ghanaian is used as the medium of instruction at lower

primary level and then it reverts to English for the remaining stages of education.

Government policy is that the use of Ghanaian languages be used to promote national
unity in the media, although in truth this is not the case as the use of local languages is
marginal and this would exclude the majority of the population from having an input.
English is the major language of politics as well as the language of law. It is also the
language of government; used as the official language in all formal and official
settings. This article gives a good overview of the use of English in Ghana, even
though there are 83 indigenous languages available; or maybe it is because there are
83 indigenous languages that English is used in everyday life?

“Teaching ‘the other English’ for communication in Nigeria,” by Sunday I. Duruoha

from Rivers State University of Science and Technology, Port Harcourt, Nigeria gives
an insight into how courses can be developed for an established new type of English,
namely Nigerian English. Focusing first on indigenous language influence, this article
shows how L1 influences English to become Nigerian English. Listening and
speaking are the main skills covered as Nigerian English is to be taught for
communication purposes.

This paper was very enjoyable to read as it is unusual to see a description and
culturally determined usages of a type of English that is not normally used outside of
a specific country. In our globalised world in which we live today, I wouldn’t be
surprised to find that there are many more situations like this; unfortunately they are
not publicized for the general public.

The final paper in this region is from South Africa, “From the general to the specific:
Pre-sessional English at the Nelson Mandela Metropolitan University,” by Francois
du Toit from the Centre for International Education, Nelson Mandela Metropolitan
University, Port Elizabeth, South Africa. This article demonstrates how to cater for
international students from countries where English is not spoken, who intend
studying in universities in South Africa. The purpose of the programme was to
improve the proficiency levels of the international students to a level where they
would be able to pass an examination allowing them to attend courses which were
taught in English. What was used was a “pragmatic-eclectic” approach to the design
of the programme, its methodology and assessment. “If it works use it, if not, get rid
of it.”

As well as looking at general English and CALL, the sections on basic interpersonal
communication skills and English for general academic purposes were particularly
useful. The recommended methodology seems simplistic; however, it is very close to
what the majority of practitioners would like to do and that is to:
1. experience it
2. talk about it
3. write about it
4. language learning must be a pleasant experience (positive
affection/motivation)

This programme lasted for 16 weeks and consisted of 24 credits. Formal contact was
for 20 hours a week and there were also additional reading and writing assignments
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amongst other activities. Importantly, those students who achieved a pass mark of
65% or above were nominated to sit the IELTS test as part of the quality assurance
mechanism that is in place.

Asia
Cambodia, the Philippines and Thailand are all developing countries with their own
specific problems; however, they share a need for English in order to compete in the
globalisation process that is taking place.

The first paper concerns Cambodia and is entitled, “A short overview of EAP in
Cambodia in 2006-2007.” The main area covered by Margareta Langbacka Walker
from The Royal University of Phnom Penh Institute of Foreign Languages was higher
education in the period 2006-2007 and included the history of the English department
where she works and the work that they conduct today.

There is mention of Pannasastra University, the University of Cambodia and the

Australian Centre of Education giving an insight as to what could be expected if you
became involved in ESP/EAP in Cambodia. The author has been even handed in this
paper by detailing the upside as well as the downside, resulting in the reader receiving
a balanced view as to the state of play.

The second paper was for some reason under the heading the Philippines, which was
about a subject not covered in great detail before which was, “English for students
caring for the elderly in Japan.” The main focus of this paper is the construction of a
textbook, primarily to be used with Japanese students, written by English language
teachers in conjunction with specialists in elderly care.

The aim of this project is to provide ESP training for Japanese students who are
studying welfare and nursing care, so that they can interact with care workers from
overseas from countries such as the Philippines. Japan has opened up this area of
employment due to its ageing population and low birth-rate. It is more than likely that
Japan will have the oldest population in the world by 2030.

Junko Kono from Ryukoku University in Kyoto, Japan emphasised the importance of
the needs analysis when starting this project and was fortunate to be able to tap into
the wealth of experience and knowledge that members of the collaboration possessed
due to their roles as elderly care specialists. The subject areas were narrowed down to
12 units which were to be taught over one semester. Examples are shown from some
of the units and it made me think seriously about similar projects that could be
conducted here in Thailand and globally.

The final paper reviewed in this section was, “The impact of the National Education
Act 1999 on English-language teaching in higher education, Thailand.” The 1999
Education Act was a landmark piece of legislation; however, its implementation has
been fraught with problems. This paper by Songsri Soranastaporn and Singhanat
Kenny Nomnian from Mahidol University details the advancement of technologies
due to globalisation and then focuses on key English language policies, before
moving on to English language curriculum in Thai universities and concentrating on
Mahidol University in particular.
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One area that was mentioned but not discussed in great detail was educational
standards and quality assurance. Whilst most managers and administrators in Thailand
are aware of the excellent work conducted by ONESQA (Office for National
Education Standards and Quality Assessment), from a personal point of view I
thought more space could have been given to the lack of internal quality control
exhibited by the vast majority of educational establishments in Thailand.

Overall, the paper describes what is expected from Thailand’s higher educational
institutions due to promulgation of the 1999 Education Act and shows specifically
how Mahidol University has addressed these issues. One of the most important points
mentioned was that of integrating the use of a Language Learning Centre (or Self
Access Centre) into the syllabus in order to introduce students into areas such as self
directed and autonomous learning.

The authors reported five areas that were emphasised by the Minister of Education at
that time for future development.
1. The establishment of a culture of educational quality.
2. The reforming of teaching and learning.
3. The production of research and innovation.
4. The strengthening of educational audit and quality assessment.
5. The planning of university standards with a strong direction.

In addition, there were also details of the need to produce graduates that were
knowledgeable and creative; that could think critically and analytically, as well as
having decent morals and ethics.

South America
There are two papers on Brazil, which unfortunately are the only contributions for
South America. The first is, “ESP: From theory to practice in a Brazilian setting,” by
Débora Izé Balsemão Oss and Magaly Ruwer from Caxias do Sul University, Brazil
which looks at how ESP has evolved during the last thirty years, taking into account
the Brazilian National ESP Project. Having a national project was something that
allowed teachers to network by providing them with workshops and background
knowledge. Since the development of the project in the 1980s, professors at the local
university level have taken up the challenge and researched in their own classrooms
using a more student centred approach.
With regard to the Brazilian EAP context, two courses are emphasised, English in
Medicine and English for Computer Science. The development of both these courses
illustrates how teachers need to be up to date with current knowledge and to be aware
of their students’ needs and what drives them. The article concludes by stating how
important it is that ESP fulfils the needs of the nation; the understanding of the
students and the belief of the teachers that it is the right way forward.
The second paper is by Rosinda de Castro Guerra Ramos called, “ESP in Brazil:
History, new trends and challenges,” which looks at the Brazilian National ESP
Project in more detail as well as current trends and future directions. From this article
it is evident that ESP will be driven by the needs of its students especially in the
tourism and hotel sectors which have shown a demand for tasks which are carried out
in the workplace. There is also healthy research into these areas too, as well as
subjects such as international commerce and publicity.
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Conclusion
This book of ESP and EAP papers, most of which were presented at a pre-conference
IATEFL event in 2006, gives the reader a good background knowledge of the
countries concerned, with insights into problem areas contained in specific regions.
While reading, it is important to reflect on the ESP/EAP situation in the country
where you are living to get the maximum benefit from the book. There is something
for everyone to learn, understand and enjoy, whilst they move around the developing,
emerging and least developed countries of the world.

Steven Graham teaches at Udon Thani Rajabhat University in the northeast of

Thailand, as well as acting as an educational consultant for the Udon Education
Foundation. His main areas of concern are ESP and EAP as part of Thailand’s
national higher education curriculum. He is also involved in teacher training and the
development of primary school educational materials.