ESP is a learner-centered approach to teach English which focuses on promoting the learners’ communicative competencies in a specific discipline such as medicine, engineering, and academics. In other words, it is an approach that enables them to use their English to learn more about English of the field that they are interested in. It further motivates them to interact with its users and their writings.

Argument

ESP is a learner-centered approach to teach English which focuses on promoting the learners’ communicative competencies in a specific discipline such as medicine, engineering, and academics. In other words, it is an approach that enables them to use their English to learn more about English of the field that they are interested in. It further motivates them to interact with its users and their writings.

A learner-centered syllabus departs from analysing and seeking to match the needs of the learners and their learning process. It serves as the handshake between the teacher and the learner. It facilitates the development of higher level thinking abilities. A learner-centered syllabus differs from the traditional syllabus which focuses on listing texts and concepts that is represented as a document about language learning along a semester.

Furthermore, this type of syllabi is a tool for teaching learners how to learn a foreign language. It is a kind of a learning contract about how to prepare to class and exam times. A learner-centered syllabus can provide opportunities for students to acquire and develop their critical thinking, problem solving and deci-sion making. However, designing a learner-centered face challenges that can hinder its success and can struggle with students’ target needs and their abilities, especially if a syllbus designer is in front of a multi-levelled class. 

ESP is an approach to language teaching in which all decisions as to content and method are based on the learners’ reason in learning.(Hutchinson & Waters, 1987, p.19)

“Those where the sylla-bus and the materials are determined by the prior analysis of the communi-cation needs of the lear-ner.”(Munby,1978:2)

“An integrated series of teaching-learning expe-riences, whose ultimate aim is to lead the learners to a particular state of knowledge.”(Hutchinson and Waters, 1987:65)

Conference main tracks

• Challenges in designing and implementing the learner-centered syllabus
• Curriculum development and evaluation
• Effectiveness of approaches to language teaching and learning
• Teacher’s qualifications and ESP syllabus design
• Needs analysis and syllabus design
• Pitfalls of learner-centered curriculum
• Syllabus design and digital learning
• Assessment and evaluation in a learner-centered syllabus
• Course materials development in a learner-centered syllabus
• Course expectations from a learner-centered syllabus
• Models for learner-centered syllabus
• ESP innovations and learner-centered syllabus

Submission guidelines

Submissions must be sent to: internationalconfbiskra2022@gmail.com

Event languages: English/ French /Arabic

Important dates

• Abstract submission:30/12/2021
• Notification of acceptance:20/01/2022
• Full paper submission:20/02/2022
• Date of conference: 27-28/02/2022

Honorary presidents

• Pr. Boutarfaia Ahmed – Rector of Mohamed Khidher University of Biskra-
• Dr. Ketiri Ibrahim –Dean of Letters and languages Faculty
• Mr. Bouhitem TayebHead of Department of English
• Pr. Naaima Saadia- President of the Scientific Council of Letters and languages Faculty

President of the International conference

Dr. Saihi Hanane

President of the organizing commitee

Pr. Saadia Naima

Organising commitee

• Mr. Bouhitem Tayeb
• Dr. Meddour Moustafa
• Dr. Bashar Ahmad
• Dr. Ben Dahmane Messouda
• Dr. Triki Manel
• Mrs. Djouamaa Houda
• Mrs. Benzida Yasmina
• Dr. Ouarniki Wafa
• Dr. Salhi Ahlem

Scientific committee

President of the Scientific Committee: Pr. Chelli Saliha

• Pr. Hamada Hacene (Constantine University—Algeria)
• Dr. Bouazid Tayeb M’sila University
• Dr. Meftah Yazid (Boumerdes University –Algeria)
• Dr. Chaima Sayed (Beni Souif University– Egypt)
• Dr. Turqui Barkat (Biskra University– Algeria)
• Pr. Bas Aaerts (University College London UCL–United King-dom)
• Dr. Djerioui Assia ( Biskra University-Algeria)
• Dr. Caroline Hyde-Simon (Zurich University- Swizerland)
• Dr. Laala Youcef (Biskra University-Algeria)
• Dr. Melina Tanasijevic (Belgrade Metropolitan Univer-sity—Serbia)
• Dr. Djegham Leila (Biskra University—Algeria)
• Dr. Agnieszka Dudzik (Bialystok University– Poland)
• Pr. Missoun Abdellatif Abdelkarim (Mustansiriyah Univer-sity– Egypt)
• Dr. Khouni Ouarda . (Nizwa College of Technology -Oman)
• Dr. Khider Salim (Biskra University—Algeria)
• Dr. Kerboua Salim (Biskra University—Algeria)
• Dr. Ouamene Nadjette (Biskra University—Algeria)
• Pr. Halimi Mohamed Seghir (Ourgla University –Algeria)
• Dr. Baghzou Sabrina ( Khenchela University-Algeria)
• Dr. Souhali Hichem (Batna University– Algeria)