ESP TEACHER’S ROLE: FROM A TEACHER TO A MASTER OF BUILDING AUTONOMY

Anastasiia Mykolayivna Petrushkova

doi:10.32999/ksu2413-1865/2024-108-4

Anastasiia Mykolayivna Petrushkova Luhansk Taras Shevchenko National University https://orcid.org/0000-0003-4972-9954

DOI: https://doi.org/10.32999/ksu2413-1865/2024-108-4

Keywords: ESP methodology, teacher role, learner-centered approach, learner autonomy, globalization.

Abstract

The role of the ESP (English for Specific Purposes) teacher has evolved in response to societal and educational shifts. Despite the extensive exploration of teacher roles in general ELT, the evolving nature and specific challenges of the ESP teacher’s responsibilities have remained underexplored. This article aims to bridge this gap by presenting a comprehensive framework of the ESP teacher’s multifaceted roles, emphasizing their significance in contemporary educational contexts. This article explores the changing nature of the ESP teacher’s role, conducting a retrospective analysis based on existing scholarly work, and identifies key aspects of the teacher’s multifaceted responsibilities. Initially, the role of the teacher in general education was often teacher-centered, with the educator seen as the authority and primary decision-maker. Over time, this shifted towards a learner-centered model where the teacher acts as a facilitator, encouraging autonomy and student involvement. The article categorizes these roles into eight key functions: course designer, facilitator, subject-matter researcher, methodology researcher, collaborator, autonomy-builder, evaluator, and project manager. These roles are essential for addressing the specific needs of learners in various professional fields. The research highlights the need for specialized knowledge in both language and the specific discipline being taught, along with a comprehensive understanding of teaching methodologies. The ongoing transformation in the role of the ESP teacher reflects broader changes in the educational landscape, where personalized, context-driven instruction is increasingly prioritized. As ESP education continues to adapt to the demands of a globalized and digital world, teachers must develop new skills, embrace learner autonomy, and foster effective collaboration to remain relevant in the evolving educational environment.

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