ABSTRACT
This chapter deals with pedagogical issues of teaching English for specific purposes (ESP). It addresses the expected qualities of ESP teachers, often referred to as ESP practitioners, and discusses the issue of specialist subject knowledge in teaching ESP. The chapter examines both new and practising English-language teachers who are making the transition to ESP. It covers the following aspects, including major distinctions between EGP and ESP and appropriate and inappropriate general classroom practices: Differences between teaching ESP and English for general purposes (EGP), ESP teachers versus EGP teachers and Roles of ESP practitioners. Typically, EGP courses have a strong focus on grammar. This can be seen in the majority of EGP coursebooks, where grammar is often the main organisational strand in the syllabus. Student and teacher evaluation of courses leads to course revision and a closer match between student and stakeholder needs, which will inform future course design.
