English is the most widely used language for international communication, known as the "lingua franca par excellence". It is in high demand in education, business, and tourism, leading countries like Algeria to adopt it. English for Specific Purposes (ESP) tailors content to specific fields, equipping learners with necessary language skills. Algeria is integrating English into education, especially higher education, but lacks uniformity in ESP across disciplines. The absence of ESP teacher training programs in Algeria complicates the issue. Efforts are needed to improve ESP teaching and learning. The government has implemented an English as a Medium of Instruction (EMI) policy in higher education to increase global reach and produce qualified professionals. Success depends on qualified ESP practitioners and research for high-quality courses. This international event promotes collaboration to enhance ESP teaching practices and meet international standards.

Argument

English is considered the most commonly used language for international communication. Often referred to as the "lingua franca par excellence" (Holmes & Dervin, 2016, p.2), it is now in high demand in education, business, and tourism. This bas led many developing countries, including Algeria, to adopt English as a way to join the globalized world.

English for Specific Purposes (ESP) is a teaching approach that tailors content and methodologies to the specific needs of a particu]ar field. It equips learners with the necessary language skills for effective communication in relevant situations.

Algeria is taking a step forward towards integrating English into its educational systems, particularly in higher education. However, a noticeable lack of uniformity exists in ESP integration acros,s,arions disciplines, such as Science and Technology. While general English courses are included, programs speci:fically designed for technical and medical fields may not be available. This unevenness highlights the need for authorities and policymakers to intervene and develop solutions.

The issue with regard to ESP teaching becomes more complex because of the non-existence of programs for Algerian ESP teachers training in Algeria (Akkar & Tdri, 2021). That is why, the authors call for, supplementary efforts are required to improve the teaching/learning of ESP in Algeria.

The government bas also implemented an English as a Medium of Instruction (EMI) policy in higher education. This policy aims to increase universities global reach and produce highly qualified professionals who meet the demands of the 21st century. However, the success of These initiatives depends on the availability of qualified ESP practitioners and research to ensure high-quality ESP courses that effoctively prepare future workers.

This international scientific event is higly significant as it encourages collaboration among ESP practitioners, researchers, and Jearners to improve their teaching and Jearning skills. The main objective is to enhance knowledge of current ESP teaching practices and trends to create high-qual.ity, universal experiences that meet international standard.

Objectives

• Addressing language challenges in the use of English in professional; academic and vocational contexts.
• Exploring language needs, course design, and effective teaching methodologies in ESP.
• Fostering effective communication in the ESP academic and occupationaJ environment.
• Investigating trends and opportunities in ESP research and teaching.

Tracks

We welcome contributions related to the following topics:

1. Needs Analysis and Program De,,elopment
2. Needs analysis
3. ESP Course design
4. ESP syllabus and curriculum development and evaluation (creating and assessing learning materials) Il. Teaching and Learning
5. Teaching trends in ESP (latest teaching methodologies)
6. lnstructional material design (creating effective learning resources)
7. ESP teacher training and development
8. ESP and technology integration
9. ESP and artificial intelligence (exploring Al applications in ESP) ID. Research and Development
10. Discourse analysis in ESP (examining language use in specific fields)
11. Corpus analysis in ESP (using large text collections for research)
12. ESP challenges and opportunities (addressing difficulties and exploring possibilities) IV. Broader Context
13. ESP, CLIL & EMI (exploring connections to Content and Language Integrated Learning and English as a Medium of Instruction)
14. Interculturality in ESP (integrating cultural a wareness into ESP programs)

Submission guidelines

• Oral in-person presentation (15mn)
• Oral Online presentation (l0mn)
• Workshop session (30mn)
• Poster Presentation

Please send your abst act to the following electronic address: prfuengbejaia@gmail.com

before 25/09/2024

Publication

Selected papers will be published in two forms:

• In a special issue in the Journal of Studies in Language, Culture and Society (JSLCS) - https://www.asjn.cerist.dz/en/PresentationRevue/681

• An Edited Book with an ISBN number (LESMS Lab and the PRFU Projects).

Conference Fees

• 3000 DA for teachers and professional
• 1500 DA for doctoral students
• Free of charge for the scientific and organizing committees

Accommodation

Accommodation is not included in the conference registration fee. However, a discounted rate is available at the conference botel. Please contact the organizing committee for details and booking assistance.

Important Dates

• Abstract submission deadline: 25/09/2024
• Notification of acceptance: 15/10/2024
• Full texts submission: 15/11/2024
• Conference days: 27th and 28th November 2024
• Conference Language: English.

Scientific committee

President: Prof. Dr. Nadia Idri, University of Bejaia, Algeria

• Prof. Dr. Abdelhak Elaggoune, University of Guelma, Algeria
• Prof. Dr. Abdelha.k Hammoudi ENS ElEulma, Sétif, Algeria
• Prof. Dr. Abdelrahman Abdalla Salih- Dbofar University, Sultaaate of Oman
• Prof. Dr. Ahmed Chaouki Hoadjli University of Biskra, AJgeria
• Prof. Dr. Amal Hind Mostari, University of Sidi Belabes, Algeria
• Prof. Dr. Amar Guendouzi, University of Tizi Ouzou, Algeria
• Prof. Dr. Dalal Sarnou, University of Mostaganem, Algeria
• Prof. Dr. Fatiha BerrahaJ, ENS Oran.
• Prof. Dr. Fatiha Kaid, ENS Oran, Algeria
• Prof. Dr. Fewzia Bedjaoui, University of Sidi Belabbes, Algeria
• Prof. Dr. Hanane Sarnou, University of Mostaganem, Algeria
• Prof. Dr. Hassane Hamada, ENS Constantine, Algeria
• Prof. Dr. Juliana Akende, University of Nigeria
• Prof. Dr. Kais A Kadhim Kadhim, University of Malaysia Terengganu (UMT)
• Prof. Dr. Leila Boussena, University of Chief, Algeria
• Prof. Dr. Mohammed Dib, University of Mascara, Algeria
• Prof. Dr. Mohammed Seghir Halimi, University of Ouargla, Algeria
• Prof. Dr. Mokhtar Hamadouche, University of Oum El Bouaghi, Algeria
• Prof. Dr. Nacif Labed, University of Constantine 1.
• Prof. Dr. Naima Hamlaoui, University of Annaba, Algeria
• Prof. Dr. Nesrine Ghaouar, University of Annaba, Algeria
• Prof. Dr. Saed Jamil Sbahwan - Hail University - Hail – KSA
• Prof. Dr. Shahid Abrar University of Vancouver, Canada
• Prof. Dr. Souryana Yassine, Unniversity of Tizi Ouzou
• Prof. Dr. Zouleikha Bensafi, Unh,ersity of Algiers 2.
• Dr. Abdullah Mohammed- University of Jhang, Pakistan
• Dr. Amal Benyahia, ENS Constantine, Algeria
• Dr. Amina Meziane CherifUniversity of Sétif 2, Algeria
• Dr. Bootheina Ma.ioul, University of Tunisia
• Dr. Daniel Schug- Université Paris Nanterre, France
• Dr. Dhikra Amal BouZJcl, University Center of Illizi, Algeria
• Dr. Fadhil liouchouche, University of Bejaia, Algeria
• Dr. Faiza Hairech Uinversity of Mostaganem, Algeria
• Dr. Fatiha Sahli, University of Constantine, Algeria
• Dr. Fouzia Rouaghe, University of Setif 2, Algeria
• Dr. Hicham Souhali University of Batna, Algeria
• Dr. Houria Halil, University of Bejaia, Algeria
• Dr. Ikhlas Gharzouli, University of Setif, Algeria
• Dr. Khalida Kissi, Unievrsity of Mostaganem, Algeria
• Dr. Lamis Omar Dhofar- University, Sultanate of Oman
• Dr. Leila Djouimaa, ENS Constantine, Algeria
• Dr. Leyla Bellour, University Center of Mila, Algeria
• Dr. Med Amine Driss, University of Mascara, Algeria
• Dr. Mouad Lahmer, University Center of Illizi, Algeria
• Dr. Moufoutaou Adjeran, University of Abomey-Calavi, Benin
• Dr. Mohammed Boukezzoula, University of Jijel, Algeria
• Dr. Muhammad Javed Jqbal- University of Gujrat, Pakistan
• Dr. Nabil Aziz Hamadi; University of Sidi Belabbes, Algeria
• Dr. Najwa Yaseen lsmail, Tikrit University, Iraq
• Dr. Nawel Bengrait University of Guelma, Algeria
• Dr. Nouara Kharouni, University of Bejaia, Algeria
• Dr. Olfa Guendouz University of Tunisia
• Dr. Ounissa Ait Benali, University of Bejaia, Algeria
• Dr. Rachid Mehdi, University of Bejaia, Algeria
• Dr. Radia Bouguebs, ENS. Constantine, Algeria
• Dr. Saliha Beleulmi, University of Constantine 1, Algeria
• Dr. Sihem Saibi, University of Bejaia, Algeria
• Dr. Slimane Boukhentache, University of Jijel, Algeria
• Dr. Sonia hnerzoukene University of Bejaia, Algeria
• Dr. Wagdi Bin-Hady- Hadhramout University, Yemen

References

Akkar, S. & ldri, N. (2021). A Diagnostic Vie,v on the Status of ESP at the Vocational Training Institute of Bejaia, Algeria:The Case ofHealth, Safety and Environment Trainees. Algerian Journal ofManuscripts. Volume 17 / Special Issue: (2021), pp.]36-155. https://www.asjp.cerist.dz/en/article/187524

Basturkmen, H. (2006). ldeas and options in English for specific purposes. New Jersey: Lawrence Erlbaum Associates, Inc., Publishers

Dudley-Evans, T. (2001). Team-teaching in EAP: Changes and adaptations in the Birmingham approach. In J. Flowerdew& M. Peacock (Eds.),

Research perspectives on English for Academic Purposes. Cambridge: Cambridge University Press, page 225-238 chromeextension://efaidnbmnnnibpcajpcglclefindmkaj/https://assets.cambridge.org/97805218/01300/sampJe/978052180  1300ws.pdf

Holmes, P. & Dervin, F. (2016). Introduction - EngJish as a Lingua Franca and Jnterculturality: Beyond Orthodoxies. In P. Holmes & F. Dervin (Ed.), TheCuJtural and lntercultural Dimensions ofEnglish as a Lingua Franca {pp. 1-30). Bristol, Blue Ridge Summit: MoJtilingual Matters. https://doi.org/l0.21832!9781783095100-004

Hutchinson, T & Waters, A. (1987). English for Specific Purposes, A Learning centered Approach. Cambridge: Cambridge University Press. chrome­ extension:/Jefaidnbmnnnibpcajpcglclcfindmkaj/https://assets.cambridge.org/97805213/18372/exccrp/9780521318372_ex

Yaldèn, J. (1987). Principles of Course Design for Language Teaching lmplementation. London: Prentice-Hall. https://eric.ed.gov/?id=ED356627