Review ~ The Business English Teacher

The Business English Teacher

Those of us who have been teaching Business English for years find it difficult to find volumes on ESP methodology that are accessible and well justified. This is just what can be found in The Business English Teacher: Professional Principles and Practical Procedures. This volume, which can be used both by in–training and in-service teachers, is a compilation of good activities that work in the business classroom. The book has three main positive aspects: there is a clear interest in addressing international students; a detailed guide for current and prospective teachers; and an attractive collection of activities that address the students’ language- and content-oriented skills.

The book is divided into three sections that pay attention to first theory, then to practice and, finally, to development.

Part A addresses the organization and planning of Business ESP courses, including the contents and physical set up, along with basic considerations of vocabulary, language skills, grammar and so. This section also addresses the teaching principles such as how to choose the lesson objective, how to plan effective lessons, ways of providing feedback, and how to assess and evaluate the students. As a whole, this section looks at how teachers teach and gives suggestions to improve the teaching style and skills. This may be the most interesting part for those in charge of organizing courses and responsible for the teaching good practices in each institution.

Part B is most attractive because this is a real compilation of activities that have worked for the authors. These are also subdivided into three parts: Business from the Beginning, The Language of Business, and The Business Language. The first addresses pedagogical tips on matters like learner needs, learner autonomy, the use of dictionaries, assessment (formal and informal) and recommendations for success. The second part of section B correspond to the authors’ proposals for common activities in the field such as telephoning, e-mailing, presentations, meetings and discussions, negotiations and socializing skills.

Part C looks at how teachers can implement their teaching skills and improve their professional development, both in their teaching career and their business career.

The book covers a number of needs that teachers may have. It is not just an ad hoc “recipe book” but a creator of a teaching framework. Its biggest asset is that it not only explains and justifies the activities but also helps to make the teacher aware of the potential that Business English has both for general language learning and content integration. In that sense, I am sure that its potential readers will find it agreeable as well as useful in their daily activities.