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28«C@yL@qyiym-J©yrMaL»#26îl@),2@19 / PEDAGOGICAL sciences
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PEDAGOGICAL SCIENCES
Cazac Viorica
University assistant, Ph.D candidate, "Nicolae Testemitanu " State University of Medicine and Pharmacy, the Republic of Moldova
Gradinari Galina Ph,D., associate professor, "Ion Creanga" State Pedagogical University, the Republic of Moldova
DOI: 10.24411/2520-6990-2019-10941 PRACTICAL ACTIVITIES TO ENCOURAGE CRITICAL THINKING IN TECHING
Abstract
Nowadays, ESP stands alone as an independent discipline from English Language Teaching (ELT) and it shapes its own aspects, which differ in methodology and used materials. This paper introduces some theoretical background concerning EMP and describes the characteristic features closely connected with process of ESP learning. A special attention is drawn to the use of specific approaches to promote student engagement during the EMP classes. Critical thinking activities might enable valuing prior knowledge and experience; promoting learner responsibility through facilitating rather than directing learning; encouraging learners to test out and apply new knowledge, and using small-group work to foster skills of critical thinking and reflection.
Key Words: EMP, medical students, critical thinking, communicative approach, specialized language.
Introduction.
"Medical English should be taught from the perspective of medicine and health care first and foremost while reinforcing vocabulary acquisition, grammar and structure secondly", by Melodie Hull
Teaching /learning process of specialized language is focused mainly on communication skills with professional orientation caused by constant global development of intercultural communication ;trends of university curriculum modernization ; teaching/learning optimization of language assessment ;proper management of teaching/learning methodologies in the universities. [6, p. 107]
Current methods of instruction most commonly used today for health professionals focus primarily on English language and reading relevant specialized texts while health care terminology is seen as the second priority in the lessons. The methods and activities used within these lessons are simply reduced to learning new vocabulary and practicing dialogues about visits to the doctor's office and common illnesses and symptoms. It is no wonder students further fail to reproduce their knowledge in real-life situations or career.
The term EMP, English for Medical Purposes, refers to "teaching of English for doctors, nurses and other personnel in the medical profession"[3, p.209]. Medical English differs from Common English teaching in terms of not only vocabulary, terms, domains of usage, syllabus but also in the choice of specific methods and strategies used within medical classes. So, unlike the various range of interesting and interactive activities used in ESP teaching , ESP is somehow limited due to some reasonable criteria. Firstly, ESP is fairly considered an academic language. Secondly, it is reduced in terms of highly technical language, which must be contextually based. Finally, this science and art of teaching adult professionals is based on two concepts: the adult learner is self-directed and autonomous; whereas the teacher is a facilitator rather than presenter of content.
While preparing for lessons, the teacher first looks for specific medical information and tries to understand it in his/her native language (sometimes a professional consultation is required). Medical English teaching does not include only the teaching of medical terms or medical information (like anatomy, histology, dentistry) but also specific language procedures to accomplish a gradual improvement of some communicative skills regarding the field of health care. This shift starts with language teaching of such steps as:
• Medical interview
• Physical examination
• Laboratory/Instrumental investigations
• Studies of investigations
• Case Presentations
• Case Diagnosis
• Case Reports
• Medical Research Work
After getting to the highest level of medical language comprehension, students may further be able to be more prepared and independent in their further learning of narrow-angled specific subjects.
Activities during the course may include:
S listening to off-air medical programs and website videos and completing a variety of tasks.
S reading and summarizing medical j ournal articles
S group discussion of case problems, ethical questions, etc.
S practice of the vocabulary and grammatical structures used in history taking, clinical examination and case presentation
S writing case reports and short summaries
S preparation and presentation of short talks
S working with computerised medical case problems
S guest- speaker- doctor role-playing
In the real world, many ESL instructors/ESP developers are not provided with ample time for needs
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analysis, materials research and materials development. There are many texts, which claim to meet the needs of ESP courses. Still lots of research remains uncovered due to constant technological development of our society.
If we ask 'What is the difference between the ESP and General English approach?' Hutchinson et al. [2, p.53] answer this quite simply, "in theory nothing, in practice a great deal".
Bojovic (2006) adds the fact that ESP develops its own methods since it deals with various disciplines in addition to applied linguistics, and that ESP always is focused on learners' needs and its general purpose is to communicate effectively and fluently in the learners' field of study or work.
Undoubtedly, the earlier applied traditional approaches to EFL teaching has well suited the needs of non-professional students, whereas due to today's global economic advance, there is an increasing demand for a more effective basis for teaching language for specific purposes. ESP requires career-specific language used by many professionals within their particular domain and includes specialized terminology and lexis, jargons, workplace culture in terms of their safety, effectiveness, and authenticity. [5, p.8]
Critical Thinking gives opportunities for meaningful communication, which are derived from higherlevel thinking tasks calling for analysis, synthesis, and evaluation. The mission of teacher and text is to promote and encourage complex thinking, especially when our students are preparing for academic and professional settings that will require them to think analytically as they become involved in decision-making processes. Medical students must develop the necessary skills to absorb information, digest it, and make informed decisions about it by "acquainting or getting knowledge of a subject or a skill by study, experience, or instruction which leads to "a relatively permanent change in a behavioral tendency and is the result of reinforced practice" [1, p.8]
Thinking critically involves a reflective dimension. The idea of reflective learning is defined as "the process of internally examining and exploring an issue of concern, triggered by an experience, which creates and clarifies meaning in terms of self, and which results in a changed conceptual perspective." [4, p.659] Implementing practical activities In my experience, the overall benefit to the classroom is twofold. Firstly, classes, which involve elements of critical thought, tend to be generally more interesting and engaging.
Secondly, using issues that encourage critical thinking helps to give the classroom a more meaningful and cohesive environment. Students will be able to apply further their knowledge in real-life circumstances.
Here are some active-learning strategies that a teacher might incorporate within ESP classes that will encourage students to communicate and support their active engagement.
1. From Debate to Essay. This two-stage activity described by Paul Press in his article encourages students to select their own topic(in our case it may be used on various health days, like World Donor Day,etc) or the topic may be chosen by the teacher beforehand. The initial stage is based
upon communicative work, when two groups of students prepare their arguments. After arguments are written, the debate properly begins. In the second part of activity (mistake analysis and drill work), the two strands of analysis and communication are maintained. The second part prepare students for an essay writing.
Level: High Intermediate
Objectives: Think critically. Write supporting arguments. Analyze mistakes in writing.
Materials: None.
Procedure: - Ask each student write a motion on the blackboard. The teacher may also add or write all the statements. Write up to six statements that can lead to disagreement.
-Ask the students to arrange the statements according to the level of interest.
-Have students give their opinions, if they agree or disagree . Go through each of the motions until you get to a reasonable one for both sides.
-Have students divide in two groups and write a logical argument to support their position. Guide the discussion within the groups.
-Have the groups appoint two students that will be able to communicate freely on their view.
-Ask the other group to take notes of what has been said by the opposing group.
-Make sure the other participants in the debate are given the chance to speak too.
-Take notes of the major errors made during speech. Discuss upon them.
-Ask students write an essay at home using arguments from both sides.
Follow up lesson:
-Ask the students to check up the essays in pairs and correct the mistakes. Ask separate students to read a corrected sentence and see if they are right. Identify the most commonly met mistakes. Make a list of them. Do some drill work based on the mistakes taken from essay.
-Ask students to write a second version of essay, which will be checked by the teacher.
Results : This type of activity was described by the teacher trainer at Hilderstone College, Kent, England and adapted to various types of debating lessons. There may also appear some impediments with distribution of "agree" or "disagree" arguments for each of the statement. Thus, the teacher may choose one of the motion by himself.
2. Information Classification
Students learn a huge amount of new vocabulary throughout the semester. This activity will help them review, classify and produce communication.
Level: Intermediate +
Objectives: To make connection between previously learnt vocabulary and form communication
Materials: Vocabulary lists, Chalkboard, paper stickers
Procedure:
- Identify a list of words, students have learnt before within their content classes and texts. Divide them into categories like skeletal system, muscular system, and cardiovascular system and so on.
-Write or stick the words on the chalkboard.
- Divide students in groups of three or more and give them the heading of their category.
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-Ask students study the words and choose the words related to their heading. Students explain why these words or word combination go with their category.
-Students revise the words by saying the definitions they have used in the content class lecture.
Results: Students revise words and practice speaking by simply saying the definitions. There are doubled words that can go in different categories like cardiac muscle or cardiac impulse. Students explain differences and similarities.
1. World Health Facts (Data Statistics)
This sort of hands out activity provides an enjoyable way to learn about world health concerns and statistics. Students are assumed to be familiar with specific health problems of each (some major) country. The students practice speaking skill by discussing short facts and data, classifying information and identifying the health problems for each country.
Level: Advanced
Objectives: Sort information and data, memorize details and identify major problems for each region or country.
Materials: index cards, blank papers, a global map or globe (optionally)
-Provide a group of students with data sheets indicating a country. The second group will get major health concern facts. (see appendix 1) .
-Students study the data and match it.
-Divide students into small groups and arrange them into circles.
-Students discuss upon their country card and the health problem it is concerned with, within their groups (Teacher encourages target language speaking)
-Have one student begin discussing the problems for his index card (i.e. Great Britain -Myocardial infarction-Sedentary way of life, unhealthy diet; India-Rickets-Metabolic Disorders, Vitamin D diet deficiency).
-The other students listen and share their opinions about . They may agree or disagree.
-The discussions continue in turns until all the index cards are explained.
-Five minutes are given at the end of the activity to complete the blank paper on their desks (which were given at the beginning at the lesson).
-Have the students compare their lists in groups.
Results: This activity works with any type of information that could be found on medical issues (longevity, death rates, health care protection, males/females ratios). In subsequent lessons, call out the country and have students remember the facts related.
3. " What is your opinion about...?"
This activity is entirely centered on developing communication skills by giving an opportunity for students to express their own opinions, feelings, views. It can be very interactive, relevant to the subject and controversial since this activity encourages spontaneous speaking, organization of the group work. This exercise is especially useful in cross-cultural classes since it gives chance to express and understand various points of the issue.
Level: Intermediate
Objectives: Express personal and cultural views. Share different opinions on a topic.
Materials: Handouts. Blank cards.
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Procedure:- Write beforehand on separate cards some interesting topics for discussion
-Split the class into small groups of three or four. Hand out a topic card for each group.
-Have students discuss and write their personal opinions about.
-Have each group discuss the topic and express their opinions.
-Give groups five blank strips of paper. Ask students write five statements and rank them starting with the most liberal , moderate to conservative point of view.
-Have students exchange the five cards with the other groups. Ask students to choose one statement from those five and comment on it.
Results: The design of this activity was described by Eve L. Connell an ESL Instructor for discussing controversial, authentic content-oriented values and opinions. It is useful in developing not only communication but also cooperation skills and opinion sharing.
4. Divide and Classify
This sort of activity employ students in reading and communicating new relevant information. This also develops critical thinking as it focusses mainly on classification skills.
Level: Intermediate +
Objectives: Sort information to produce an expository essay
Materials: hands out, blank papers, glue
- Identify some source articles based on a relevant class topic (i.e. Rickets) Students read the articles in class.
- Seat students at tables in small groups (not more than 3 groups)
- Distribute glue, blank paper and a set of cut strips to each of the groups. Each strip contains information on a separate fragment of the article.
-The groups put the strips into the correct order and glue them onto the blank paper.
-Students try to remember what the article was about and retell it. They identify the heading for the article.
-Students discuss and express their ideas upon the subject.
Results: This activity is interesting for students since it adds some kinesthetic dimension, too.
Speaking , here is enforced by critical thinking as learners are to recall the information they have studied before. Only target language is used during this activity.
5. What Illness Do I Have ?
Nurses and doctors alike need to be very familiar with illnesses, their symptoms, and the accompanying treatments. Not only is the vocabulary significant, but the ways of addressing the patient, or "bedside manner," is also important. For this activity, group the students into two teams (or for more individualized practice, put them in pairs).
Procedure: - Be sure to prepare little slips of paper that have illnesses or injuries listed on them. One student comes to the front of the room and draws out a slip of paper.
-Students must then begin telling their team of doctors why they have come to the hospital and what symptoms they are experiencing, or what happened to
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them to cause the injury. (Just like the game Taboo, the patient cannot use the name of the illness or injury.)
-The remaining students need to come up with an accurate diagnosis and treatment by calling it out. If the patient's team gets the answer correct, their team gets one point. If their team misses either the diagnosis or the treatment, the other team gets a chance to answer.
-After you've done a bit of competition as a whole class, allow students to continue in pairs for more students to participate. [7]
6. One-Sentence Summary
Level: Intermediate
Objectives: -Express their responses to multiple questions in a single, grammatically correct summary sentence; - Summarize the topic into one sentence that incorporates all of who/ what/ when/ where/ why/ how creatively.
Materials: Whiteboard or chart paper, worksheet with the questions: Who, Did/Does What, To Whom, When, Where, How, and Why related to the prompt, as well as space for the one sentence summary.
Procedure:- Select a complex or high-level content-related topic that students have learned about
-Have students divide themselves in small groups. Participants work using a worksheet develop answers for each of the questions, "Who, does what, to whom, when, where, how, and why?"
-Check the answers within each group.
Results : The design of One Sentence Summary based activity example is to provide a creative way in which the topic is to be covered and, optionally, to improve learning of a specific area language .
7. Directed Paraphrasing
Directed Paraphrasing involves students in translating a lesson or part of a lesson using language and examples appropriate for a specific audience.
Level: High-Intermediate
Objectives: -Summarize what students have learned in their own words, using appropriate terminol-
°gy.
Materials: none
Procedure: - First, decide on an appropriate time to break during the lesson so students can summarize what they learned without interrupting the conceptual flow of the lesson.
-Assign an audience or have students select one and challenge them to create an oral summary for the specific audience. Examples for medical students may include dialogues between a doctor - patient, patientpatient, doctor- journalists, people whose work is related to the topic or this specific area. (For example, they might be asked to describe a surgical technique to the parents of a child about to undergo an operation)
-Give time for students to think about how to put the summary into words and examples that would be appropriate for the intended audience.
-Ask the students or role -play it.
Example:
Myocardial infarction (MI; Latin: infarctus myocardii) or acute myocardial infarction (AMI), commonly known as a heart attack, occurs when blood stops flowing properly to a part of the heart,
and the heart muscle is injured because it is not receiving enough oxygen. Usually, this is because one of the coronary arteries that supplies blood to the heart develops a blockage due to an unstable buildup of white blood cells, cholesterol and fat. The event is called "acute" if it is sudden and serious. Myocardial infarction differs from cardiac arrest, although cardiac arrest can be a consequence of MI.
Paraphrasing:
A heart attack (myocardial infarction) is usually caused by a blood clot, which stops the blood flowing to a part of your heart muscle. If the blockage gets severe enough, heart attack symptoms appear, and heart muscle cells may start to die. This is now considered a heart attack.
Results: In may be necessary to model an example for the class the first time Directed Paraphrasing is used. Directing the paraphrase toward a particular audience increases the cognitive demand of summarizing information. Make sure your students are familiar with the intended audience before asking them to translate what they learned for that audience.
Conclusions:
This paper reveals some practical strategies to the matter of critical thinking aspect of teaching Medical English. Critical thinking is an important component in teaching within the framework of English for Specific Purposes that enables managing and exploiting the specialized content by making conclusive decisions within a specific professional setting. Thus, students might have the opportunity to integrate the acquired knowledge into specialized meaningful messages that will assist in developing interpersonal communication skills in real life circumstances.
References:
1. Bahous Jocelyne, Teach ESP through Critical Thinking and Problem-Solving Skills. Available on :
https://files.eric.ed.gov/fulltext/ED458801.pdf
2. Hutchinson, T. & Waters, A. (1987). English for Specific Purposes: A learner-centered approach, Cambridge University Press, 183 p.
3. John Maher ,The Development of English as an International Language of Medicine, Applied Linguistics , 01 July 1986,p. 206-218
4. Tatiana Vanicheva, et,al. Critical thinking within the current framework of ESP curriculum in
technical universities of Russia. Procedia - Social and Behavioral Sciences 199 ( 2015 ) 657 - 665. Available online at www.sciencedirect.com
5. Viorica Cazac, et.al, Changing the paradigm of ESP Teaching in higher Education, Meta International Conference, Chisinau, - 2017,- p.76
6. Viorica Cazac, Simanski M., Modern use of Communicative Teaching Approach in Medical English, VII МЕЖДУНАРОДНАЯ НАУЧНО-ПРАКТИЧЕСКАЯ КОНФЕРЕНЦИЯ «ДОСТИЖЕНИЯ И ПРОБЛЕМЫ СОВРЕМЕННОЙ НАУКИ» , Rusia, Sankt-Peterburg, 2016, ISSN: 2218-2268, 144 p.
7. Consider These Fun Ways of Teaching English for Medical Professionals . Available on :
https://busyteacher.org/16403-how-to-teach-esp-for-medical-professionals-2.html
