15 April 2008
In this article I have tried to put over the argument for the title based on
things which students have said to me, and my own observations within a teaching
environment and the actual reality in the workplace.
It does not take much to notice that the majority of EFL teachers teach business
English, which has a teaching qualification. Unfortunately, many believe that
technical English is something anyone can teach, being merely another aspect
of general language with different vocabulary. However, the reality is that
engineers and technicians want to expand their technical English to a much
higher level of competency, and to be certain that what they are being taught
is correct. This latter sentiment is where competency by someone with
genuine ability must enter the scene.
I present my argument firstly with an overview of the need for competent
trainers, then offer some situations which I find disturbing, and end
with possible ways forward. I trust that the reader will accept my
criticisms in a balanced manner, and that perhaps those closer to the
higher realms of authority might be willing to help with my suggestions.
Skilled people expect respect. Technical English is a branch of English for special purposes, just like
legal English or financial English, which must have the same respect
demanded by teachers of those subjects who regard themselves as experts
with their professional knowledge. One has to be qualified to do virtually
anything in Germany, and teaching technical English has one of the highest
skill-demands of all branches of ESP.
German engineers and technicians most likely had to demonstrate that
they could communicate in English to get their job, meaning that
they will have had several years of English training already. These
engineers tell me time and again that what they want, and need, is real,
hands-on technical English, not endless grammar and business topics, or
technical trivia. They may be trying to sell a complex product or be
involved in an international collaboration specifying how something
should be built, and discussing the inevitable problems and issues that arise.
The need for a qualification
Technical English has many shades and depths, with its own style of
language, just like any other ESP subject, all of which need to be
understood correctly to teach it confidently. Such expertise should
be formally recognised.
Having the necessary expertise ensures that a teacher is capable of
accurately assessing a client's needs and will then be able to source
suitable training material and plan a course curriculum. Such material
can require much searching. There are also essential fundamental topics
and language to be taught so that the technician or engineer understands
the general technical language encountered in the workplace.
Oral activities form an important part of technical English. Exercises
such as work-related technical text analysis and technical discussions,
carefully monitored for correct pronunciation and language, develop the
student's confidence when speaking to others. The teacher should be
capable of holding a discussion with them and answering their technical
questions. It is of little use shying away from these activities.
An engineer needs to know how to write correspondence, reports and
specifications in good, clear, accurate technical language, requiring
correct use of vocabulary and style for good readability. Where safety
could be at stake, and in engineering it probably is, the need for
accurate knowledge of what one is saying is important. A technical
English teacher, just like a university professor, should have
practical experience in the subject being taught so that the student
is taught professionally and accurately.
The current situation
Technical English seems to be regarded as a peripheral subject by
language schools. The oft bandied notion that one does not need to
know the subject because most of the time one is teaching the
functions of language has little merit. On a technical English
course the class should be learning and using the language of the
profession in which they work, including all the essential general
technical knowledge, with grammar wrapped around this. Anything
else is not a technical English course.
A current trend that I am noticing is some language schools with
little interest other than financial, are displacing reputable
training organisations by making very low priced offers to larger
companies, then they cut every corner possible, discarding course
books for photocopies, and engaging, young, inexperienced teachers
whose technical knowledge is trivial and domestic. Engineers and
technicians quickly see that such a teacher is quite incapable of
providing what they need for their work, and feel disappointed.
Of course, one will occasionally come across the teacher with a charismatic
personality who can get by with keeping the class entertained. Is it right
that such a situation with inexperienced teachers should exist - teachers
who do not have a clue about anything technical, but state that they are
experts to a school or client, and smartly divert the lessons to other
things when they get to the classroom?
The way forward
Of course, everyone must begin somewhere. Anyone genuinely interested
in developing their technical English skills needs to be encouraged and
motivated. But it must not be just learning a few buzzwords in an effort
to impress. Anyone considering developing their knowledge will most
probably have some kind of background in a specific technical area already,
and merely wants to expand their knowledge base. This is highly commendable.
Perhaps there is a need for dedicated training courses of competence
in teaching technical English. Or perhaps it would be better to recruit
persons from industry with a wealth of engineering knowledge to become
technical English teachers, as in my own case. I would like to propose
that a professional teaching skill acknowledgement certificate for every
branch of ESP should be established, and would welcome any correspondence
on the subject.
Teachers with special skills experience should be additionally rewarded
financially. In the case of technical English a lot of costs are incurred
and effort is needed to keep up with a technological skill, requiring
constant reading, buying expensive books and magazines, and spending time
at seminars and in libraries or the Internet, then having to spend more
time preparing lessons from it all.
If anyone is interested in developing a professional career in teaching
technical English, or knows of anyone from an engineering background who
might be, my company would be interested in hearing from you.
© Lawrence Harris/TELS 2008.