BOOK REVIEW
Dana Rus Language at the Crossroads, Editura Casa Cărții de Știință, Cluj-Napoca, 2022, 158 pp., ISBN 978-606-17-2076-7
Reviewed by Grigore-Dan Iordăchescu, 1 Decembrie 1918 University of Alba Iulia
In Language at the Crossroads, Dana Rus presents a compelling and insightful exploration of English for Specific Purposes (ESP), drawn from years of teaching experience and research in technical discourse. This book brings together a collection of the author’s previously published contributions, edited and revised into a coherent volume. The work is structured into four thematic sections: 1. Framing ESP – General Background and Theories, 2. Skill Development and ESP, 3. Resources and Assessment, and 4. Future Trends. Each section highlights key challenges and opportunities encountered by the author in her career, reflecting both the theoretical foundations and practical applications of ESP.
As an expert in ESP, Dana Rus leverages her extensive experience to address critical aspects of technical communication and its role in specialised fields. This book is a reflection of the author's dedication to advancing both the study and practice of ESP, making it an important contribution to the growing body of literature in this domain.
Chapter 1, Framing ESP – General Background and Theories explores the conceptual and pedagogical foundations of English for Specific Purposes (ESP), focusing on its role in technical and professional communication. It distinguishes ESP from general English through its targeted, discipline-specific discourse, rooted in learners' needs and professional goals. Drawing on key scholars like Hutchinson & Waters, Strevens, Robinson, and Dudley-Evans & St John, the chapter outlines absolute and variable characteristics of technical discourse and how these influence teaching strategies.
The study “Discourse and Strategy in ESP” examines the nature of technical discourse compared to general language discourse. The study highlights the differences through scholarly approaches (e.g., Hutchinson and Waters, Strevens, Robinson) and explores how these discursive features impact ESP teaching. It argues that the methodologies used in teaching ESP must align with the specific needs of the domain or subdomain, highlighting communication, creativity, and practical use of language.
Further, the study “Technical Communication as Strategic Communication” explores the relationship between technical and general communication. It categorises technical communication based on audience, purpose, and context, distinguishing between “expressive” and “strategic” communication. It introduces the stages of technical communication (gathering, organising, presenting, refining information) and outlines the principles of effective technical writing, such as technical accuracy, clarity, and conciseness.
Next, “Creative Methodologies in Teaching English for Engineering Students” advocates for the application of creative methods in ESP teaching. It stresses the importance of adapting teaching strategies to technological changes and highlights the role of creative methods in increasing student motivation and ensuring success. The study underscores the need for a careful choice of teaching strategies, materials, and activities, aiming to improve students’ language skills in technical contexts.
In conclusion, the chapter underscores the need for ESP teaching methods that align with the specific demands of technical communication while fostering creativity, practical skills, and student engagement.
Chapter 2, Skill Development and ESP explores the intersection of language skills development and the specific demands of English for Specific Purposes (ESP), particularly within technical and professional contexts. While ESP shares core methodologies with general English language teaching, its application is distinguished by the domain-specific needs of learners, which influence both the selection and implementation of teaching strategies.
The chapter compiles several studies published over the past decade, emphasising how language skills—reading, writing, speaking, and listening—are adapted and applied in ESP settings. It also includes analyses of linguistic components like technical vocabulary, recognising that such elements are rarely taught in isolation. Instead, they are embedded within communicative tasks that reflect real-world professional scenarios.
Overall, the chapter underscores the need for ESP instructors to balance linguistic accuracy with functional skill development, integrating vocabulary and grammar seamlessly into skill-based activities that mirror workplace communication.
“Technical Vocabulary as Part of Technical Discourse: From Theory to Practice” addresses the complexity of technical vocabulary within English for Specific Purposes (ESP), highlighting its dual function in conveying both general linguistic and field-specific meanings. In technical communication, vocabulary is foundational to clarity and precision. The author highlights the necessity of understanding word formation, syntax, and translation nuances to accurately represent technical concepts. The discussion blends theoretical perspectives with pedagogical considerations, underlining the importance of integrating vocabulary instruction into ESP teaching to enhance learners’ ability to produce coherent and contextually accurate technical discourse.
Two further studies are included, i.e. “A Didactic Approach to Writing Skills in a Technical Learning Environment” and “Developing Technical Writing Skills to Engineering Students”, which explore the development of writing competencies within ESP for engineering students. Both combine theoretical insights with practical teaching strategies focused on the structure and function of technical written communication. They emphasise the significance of familiarising students with the specific formats and purposes of technical documents, both for academic training and real-world professional tasks. The studies also provide methodologies and classroom applications to effectively teach and reinforce these essential writing skills in ESP settings.
In the context of ESP, speaking skills are as crucial as writing skills, especially since communicative competence in a work-related context is the primary objective. The studies “Developing Oral Skills in ESP Classes: From Controlled Activities to Free Communication” and “The Acquisition of Oral Communication Skills in an ESP Class” focus on the oral component of technical discourse, identifying key features and suggesting practical approaches to enhance speaking skills. Additional studies, including “Developing Communicational Abilities in Professional Environments Through English Language Teaching”, “Communicative Strategies in Teaching English for Specific Purposes”, and “Communicative Competence in the Context of ESP Methodology”, tackle the broader aspects of communication and provide insight into strategies that cater to students’ academic and professional needs.
One of the challenges in ESP teaching, particularly with engineering students, is the rigidity imposed by technical vocabulary and translation complexities. These studies address how to integrate communicative activities into ESP classes, balancing the demands of technical language with the goal of improving oral communication. They offer practical solutions for bridging these challenges and fulfilling communicative objectives in both academic and professional settings.
The final study in this section, “Language and Soft Skills in ESP”, proposes methods to help students develop soft skills alongside traditional language proficiency. These skills are essential in professional environments, where linguistic competence often extends beyond technical knowledge to include practical, domain-specific communication abilities. This shift encourages a re-evaluation of the ESP teaching paradigm and emphasises the need for a more holistic approach to language education.
Chapter 3, Resources and Assessment, focuses on the interconnection between teaching resources and performance assessment in the context of ESP (English for Specific Purposes). The chapter underlines that the choice of materials directly influences assessment methods, and vice versa. The author reflects on the challenges of selecting appropriate resources and conducting assessments throughout their career, highlighting how ESP is inherently interdisciplinary when it comes to these areas.
The first study, “Challenges in Teaching ESP: Teaching Resources and Students’ Needs”, examines the effectiveness of available ESP textbooks, assessing whether they meet students' needs and expectations. It compares textbooks created by both international and Romanian authors and suggests ways to improve these resources. The study stresses the importance of aligning teaching materials with students' needs to ensure the success of the ESP program.
The second study, “Using Adequate Materials in Teaching English for Specific Purposes for the Practice of Language Skills”, builds on the concept of authenticity in ESP materials. It argues that authentic materials, which reflect real-world professional contexts, are essential for ESP classes, as they provide both factual information and opportunities to practice language skills meaningfully.
The next study, “Using Specific Technical Visuals in The Language Class”, applies the concept of authentic materials by focusing on visual elements in ESP. It explores how visuals, such as diagrams and charts, are crucial in technical professions and can enhance language learning through concepts like visual language and visual rhetoric.
Finally, the chapter addresses assessment techniques with “Assessment Techniques in Teaching English for Specific Purposes to Engineering Students”. This study discusses the challenges of assessing technical language and advocates for the use of alternative, authentic assessment methods. The study concludes that these assessment techniques are beneficial for students' overall language development, helping them progress more effectively in their language skills.
In summary, Chapter 3 highlights the importance of selecting appropriate resources and assessment methods that align with students' needs, emphasising the use of authentic materials and innovative assessment techniques to improve ESP teaching.
Chapter 4, Future Trends, delves into the future of technical discourse within the realm of English for Specific Purposes (ESP). While technical discourse is likely to remain a critical component of society, especially in a world where technological advancements continue to evolve at a rapid pace, the methods of teaching and engaging with this type of communication will inevitably change. These shifts are largely driven by the broader transformations in technology, education, and business practices, which have a direct impact on both the creation and acquisition of technical discourse.
The final chapter unfolds the intersection of traditional educational practices and innovative, modern approaches. The key to navigating this crossroads is a focus on interdisciplinarity, leveraging technological tools, and adopting holistic perspectives. These elements are essential to shaping the future of ESP in a way that meets the dynamic needs of both students and professionals in a rapidly changing world. As the field of ESP continues to evolve, it will be increasingly important to integrate these factors into teaching practices in order to ensure that students are adequately prepared for the challenges they will face in the workforce.
One of the core studies in this chapter, “English for Specific Purposes in the Context of the Shifting Educational Paradigm Triggered by Industry 4.0”, highlights the need for ESP teaching to adapt to the realities of Industry 4.0. With technology transforming industries and the workforce, it is crucial to rethink traditional methods of teaching ESP. The study proposes a new model for teaching ESP to engineering students, focusing on aligning educational practices and resources with the technological advancements of today. This includes reconsidering the ways in which we approach teaching, selecting resources, and preparing students for the demands of modern industries. The integration of new technologies into the classroom and the development of updated teaching strategies will ensure that students are better equipped to navigate the challenges of the future workforce.
Another important contribution to the chapter, “Developing Translation Skills of Engineering Students with the Help of Modern Technologies", explores the role of technology in enhancing the translation skills of engineering students. This co-authored study focuses on how tools such as translation memories, databases, and online resources can play a crucial role in improving students’ abilities to engage with technical texts. Furthermore, the study advocates for fostering independent learning and autonomous translation skills, positioning technology as a means to empower students to take control of their learning. By utilising modern tools, students can engage in more effective translation tasks and develop skills that will be invaluable in their professional careers.
The third study, “Approaches to Technical English Discourses – Simplified Technical English (STE)", introduces the concept of Simplified Technical English (STE), a controlled language designed to simplify technical communication. STE aims to make technical English more accessible to non-native speakers and the general public by increasing the clarity, readability, and accuracy of technical documents. While it remains uncertain whether STE will become a widely adopted standard, it presents a promising direction for ESP teaching. Its potential to enhance the accessibility of technical content could help bridge the gap between specialised fields and broader audiences, making technical information more understandable and easier to engage with.
In addition to these studies, the chapter touches on an emerging focus in ESP teaching: the integration of sustainability into the curriculum. Though not fully explored within the volume, this idea suggests that ESP should address global challenges such as environmental, social, and economic change. As ESP is an inherently interdisciplinary field, it is particularly well-suited to engage with these pressing issues. By incorporating sustainability into ESP teaching, educators can help students develop responsible, pragmatic, and constructive attitudes toward these global challenges. This would not only equip students with the language skills they need but also empower them to make positive contributions to society.
In conclusion, the future of ESP lies in embracing a holistic approach that combines technical knowledge with personal development. The key to success will be empowering both students and teachers to adapt to the constantly changing technological landscape. By blending knowledge, skills, and attitudes with a focus on personal growth, ESP can continue to play a pivotal role in preparing students for both professional success and meaningful contributions to the world around them.
References
Rus, D. (2022). Language at the Crossroads. Cluj-Napoca: Editura Casa Cărții de Știință.
How to cite this review: Iordăchescu, G.-D. (2022). Review of Language at the Crossroads by Dana Rus. Journal of Linguistic and Intercultural Education – JoLIE, 15(1), 163–168. https://doi.org/10.29302/jolie.2022.15.1.10
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