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Navigating the complexities of a changing world - Interdisciplinary Electives at Flensburg University of Applied Sciences

van der Sluis, H. ., & John, P. . (2024). Navigating the complexities of a changing world - Interdisciplinary Electives at Flensburg University of Applied Sciences. Educational Developments, 25.4, 4. Abgerufen von https://www.seda.ac.uk/seda-publishing/educational-developments/educational-developments-issue-25-4-2024/ (Original work published Dezember 2024)

Abstract

In a competitive Higher Education (HE) landscape, universities face the challenge of developing an organisational culture that supports the needs of its staff and students. The traditional staff development approach has been the attainment of skills through teaching and the completion of certificates of learning. This article challenges that practice and seeks to make the case for a renewed focus on the importance of learning through individual and group coaching practice to be ingrained into universities, shifting from a view of staff development purely as the acquisition of skills through training and teaching and moving towards
engaged learning.
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Diskrepanzen zwischen der institutionell angebotenen Fachsprachendidaktik und den Bedürfnissen der Fachsprachenlehrkräfte. Ein methodischer Ansatz

Kic-Drgas, J. ., Woźniak, J. ., Bocanegra-Valle, A. ., John, P. ., & Mertelj, D. . (2023). Diskrepanzen zwischen der institutionell angebotenen Fachsprachendidaktik und den Bedürfnissen der Fachsprachenlehrkräfte. Ein methodischer Ansatz. Linguistische Treffen in Wrocław, 24(2023 (II), 14. http://doi.org/https://doi.org/10.23817/lingtreff.24-6

Abstract

In dem Beitrag werden die methodische Herangehensweise und die Teilergebnisse des europäischen Projekts „LSP-Teacher Training Summer School“ (TRAILs)1 vorgestellt, das darauf abzielt, ein innovatives Lehrerausbildungscurriculum im Bereich Fachsprachen zu entwickeln. Das 2018–2020 erarbeitete und 2021 getestete Curriculum zur fachsprachlichen Lehrerausbildung entstand als Resultat der festgestellten Lücken zwischen der bestehenden und der erforderlichen Fach(fremd) sprachen-Lehrerausbildung. Mit dem folgenden Beitrag wird beabsichtigt, den methodischen Weg zur Identifizierung dieser Lücken darzustellen. Ausgegangen wird von der Analyse der bestehenden Ausbildungsprogramme im Europäischen Hochschulraum (EHEA). Anschließend werden die Bedürfnisse der Fachsprachenlehrkraft im tertiären Bildungsbereich behandelt, die infolge einer umfassenden Umfrage unter der Fachsprachenlehrenden in Europa erzielt wurden. Abschließend wird ein Schema besprochen, nach dem der Vergleich zwischen dem IST-ZUSTAND und dem SOLLZUSTAND erfolgte. Die nachgewiesenen Diskrepanzen zwischen der untersuchten Lehrerausbildung im Bereich der Fachsprachendidaktik und den von der Fachsprachenlehrkraft genannten Ausbildungsbedürfnissen ermöglichen, Bereiche der fachbezogenen Fremdsprachendidaktik festzulegen, die mit konkreten Inhalten und Aktivitäten ergänzt werden. Sie dienen dann als Ausgangspunkt für die Erarbeitung eines Aus- und Fortbildungslehrplans für erfahrene und angehende Fachsprachenlehrende. Das präsentierte Schema ist universal und kann auch auf andere Forschungsvorhaben übertragen werden, die die Aktualisierung und Modernisierung der bestehenden Ausbildungslehrpläne bzw. Einführung eines neuen zum Ziel haben.
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Identification and Analysis of LSP Teacher Training Programmes in Europe

John, P. ., Greenwood, R. ., Jurković, V. ., & Kereković, S. . (2022). Identification and Analysis of LSP Teacher Training Programmes in Europe. In LSP Teacher Training Summer School . The TRAILs project (Champs Didactiques Plurilingues : données pour des politiques stratégiques, Bd. 13, S. 31–42). Brüssel (Belgien): Peter Lang. http://doi.org/ 10.3726/b20096 (Original work published Dezember 2022)

Abstract

This chapter presents the findings of the European “LSP Teacher Training Summer School” project (TRAILs) which aims to develop an innovative LSP teacher training curriculum based on identified gaps between existing and required LSP teacher training. The paper introduces a methodological approach to collect relevant information on such programmes and provides an overview of existing training programmes in the European Higher Education Area (EHEA). By synthesising the research activities carried out, the data presented relate to entry requirements, teaching and learning methods, use of information and communications technology (ICT), and credit points granted in the framework of the European Credit Transfer System (ECTS). The results of the survey have shown that in some countries higher education institutions do not offer any LSP teacher training programmes and, where such programmes are provided, their number varies considerably. The programmes differ in terms of teaching format as well as the teaching and learning methods used. On the other hand, it seems that ICT tools are commonly used by both LSP teacher trainers and students.
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LSP Teacher Training Summer School . The TRAILs project

Chateaureynaud, M.-A. ., & John, P. . (Hrsg.). (2022). LSP Teacher Training Summer School . The TRAILs project. Champs Didactiques Plurilingues : données pour des politiques stratégiques (Bd. 13, S. 280). Brüssel (Belgien): Peter Lang. http://doi.org/10.3726/b20096

Abstract

This book is the result of research carried out in partnership with seven European universities as part of an Erasmus+ project on training teachers of Language for Specifi c Purpose (LSP) in higher education. All university partners, i.e. Bordeaux (France), Zagreb (Croatia), Jade (Germany), Cádiz (Spain), Adam Mickiewicz (Poland), Ljubljana (Slovenia), Arcola Research (UK), and Bergamo (Italy) carried out surveys and developed a detailed report showing that in Europe there is very little training for this type of teaching, and that teachers generally need to be trained in the specifi cities of the language fi eld they are going to teach. Medical or maritime English, legal Spanish, French for tourism, etc. require both an expert domain knowledge and a grounding in language teaching. Several testimonies highlight this situation and show the lack of career development prospects for LSP teachers at European universities. The members of the Erasmus+ TRAILs project have therefore been interested in the specifi c needs of LSP teachers and have been able to update the information through several types of surveys. The competences of LSP teachers were thus identifi ed. Based on this precise inventory, they are proposing to draw up a complete training programme. A pedagogical approach has been developed: resources, lesson preparation, course design, innovative pedagogical approaches are presented. The research presented in this book goes well beyond the TRAILs project and questions the training of specialised language teachers. More generally, it highlights the need to provide effective training and professional development for LSP teachers and offers a contribution to overcoming the shortcomings of LSP teacher education.
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Not up to Standard! Creating a Global Assessment Framework and Universal Proficiency Test for Maritime English.

Noble, A. ., Van Son, L. ., & John, P. . (2020). Not up to Standard! Creating a Global Assessment Framework and Universal Proficiency Test for Maritime English. In Strategies and Analyses of Language and Communication in Multilingual and International Contexts (S. 10). Cambridge (UK): Cambridge Scholars Publishing. Abgerufen von https://www.cambridgescholars.com/product/978-1-5275-4324-9 (Original work published Februar 2020)
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Speech acts in professional maritime discourse: A pragmatic risk analysis of bridge team communication directives and commissives in full-mission simulation

John, P. ., Brooks, B. ., & Schriewer, U. . (2019). Speech acts in professional maritime discourse: A pragmatic risk analysis of bridge team communication directives and commissives in full-mission simulation. Journal of Pragmatics, 140, 10. http://doi.org/https://doi.org/10.1016/j.pragma.2018.11.013 (Original work published Januar 2019)

Abstract

The paper studies verbal maritime communication by categorising spontaneous professional discourse observed in co-operative full-mission simulation exercises into the illocutionary points of commissives and directives according to Searle's original classification. The research adopts a Corpus Pragmatics approach by combining vertical Corpus Linguistics methods with horizontal Pragmatics analyses. Between-group analyses of speech acts by native and non-native speakers of English are carried out and possible risks of miscommunication classified and compared. On the basis of the circular Osgood-Schramm communication model the sender–receiver interaction is investigated for either speaker group. Findings include both quantitative and qualitative between-group differences in locutionary, illocutionary and perlocutionary speech acts. These differences are evaluated as causal factors in effective communicative acts and as contributory factors for miscommunication in the maritime domain.
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Profiling maritime communication by non-native speakers: A quantitative comparison between the baseline and standard marine communication phraseology

John, P. ., Brooks, B. ., & Schriewer, U. . (2017). Profiling maritime communication by non-native speakers: A quantitative comparison between the baseline and standard marine communication phraseology. English for Specific Purposes, 47, 15. http://doi.org/https://doi.org/10.1016/j.esp.2017.03.002 (Original work published Juli 2017)

Abstract

This paper compares ESP communication by non-native speakers of Maritime English with communication outside a nautical setting in order to profile its structural idiosyncrasy. Vocabulary growth, word frequencies, lexical and key word densities, and grammar diversity as dependent linguistic variables observed in transcribed full-mission simulation exercises are contrasted to the Brown Corpus, the Vienna-Oxford International Corpus of English and the Standard Marine Communication Phrases (SMCP). Using quantitative linguistics, inherent structural patterns of nautical team communication are identified and similarities and variations highlighted. Significant differences found in all linguistic features are gauged by means of the Probability of Superiority (PS) effect size. A linguistic profile is created which quantifies the observed language patterns and provides a quantitative model for the linguistic genre of this particular discourse community. The model fills the gap of quantitative research on empirical bridge team communication samples and delivers a valid tool for estimating the magnitude of observed linguistic effects.
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Developing and Validating a Universal Maritime English Proficiency Test for Deck Officers

Westbrook, C. ., & John, P. . (2016). Developing and Validating a Universal Maritime English Proficiency Test for Deck Officers. In International Maritime English Conference (IMLA-IMEC) (S. 10). Gothenburg (Sweden): Chalmers University of Technology. Abgerufen von https://www.pfri.uniri.hr/bopri/IMEC_Proceedings/PDF/IMEC28.pdf (Original work published September 2016)

Abstract

According to Paltridge and Starfield [1, p2], ‘English for Specific Purposes (ESP) refers to the teaching and learning of English as a foreign language where the goal of the learners is to use English in a particular domain’. In the case of Maritime English, this domain can be broken down into a number of areas including Deck and Engineer officers and Ratings. When teaching ESP, it is necessary to design appropriate assessment tools to allow learners to demonstrate their level of knowledge. In the case of a proficiency test, which is designed to measure ‘a candidate’s readiness for a particular communicative role, e.g. in a work or educational setting’ [2, p135], a test is used to standardise judgements of performance and progress [3, pp367-368]. This paper will introduce the transnational MariLang project 1 , which is tasked with developing and validating a universal proficiency test of Maritime English, to be used to measure the English language ability of Deck Officers around the world. We will present the necessary steps involved in the validation project and will introduce task types to demonstrate how the design of the test has been based on a detailed analysis of the Target Language Use (TLU) [4, p18] or ‘real-life’ domain in order to reflect as closely as possible the language abilities necessary for a Deck Officer (support level) or Deck Officer (support and management level)at sea.
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VTS-Bot: Analysis and Implementation of a Student-Centred Learning Approach by Using a ChatBot Computer Programme to Provide for Outcome-based Maritime Communication Training

John, P. ., Takagi, N. ., Noble, A. ., Björkroth, P. ., & Brooks, B. . (2016). VTS-Bot: Analysis and Implementation of a Student-Centred Learning Approach by Using a ChatBot Computer Programme to Provide for Outcome-based Maritime Communication Training. IAMU Research Project (S. 68). Tokyo (Japan): International Association of Maritime Universities (IAMU) Secretariat. (Original work published August 2016)
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VTS-Bot: Using ChatBots in SMCP-based Maritime Communication

Takagi, N. ., John, P. ., Noble, A. ., Björkroth, P. ., & Brooks, B. . (2016). VTS-Bot: Using ChatBots in SMCP-based Maritime Communication. In Maritime Conference at University of Kobe (S. 4). Kobe (Japan): University of Kobe (Japan). (Original work published Mai 2016)

Abstract

The paper focuses on the maritime project entitled “VTS-Bot” which aims to exploit the innovative use of computer dialogue systems (aka ChatBots) to assist future Officers of the Watch (OOW) in acquiring maritime communication skills based on the IMO (International Maritime Organization) SMCP (Standard Marine Communication Phrases). As part of their training, deck and engineering cadets in the Merchant Marine are required to obtain a mandatory range of communication competencies in line with the IMO STCW code (Standards of Training, Certification and Watchkeeping, chapter II, table A-II/1). The VTS-Bot developed within the project is freely available online and allows students to practise the relevant maritime communication at their own individual learning pace, thus establishing a student-centred educative approach. The exercises contained in the ChatBot target the compulsory Part A of the IMO SMCP used in VHF communication, and provide authentic maritime scenarios wherein the cadet conducts in real time a simulated maritime conversation with the ChatBot.
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