Building Teacher Expertise Through the Design of a Task-Based and CLIL- Oriented English Course for Wine Tourism Postgraduates

Abstract

This chapter addresses ESP teachers' commitment to assume a more professional identity by conducting previous research on their students' work-related needs and implementing EFL methodologies and syllabi oriented to developing functional competencies in the target language. Since a contextualized understanding of the skills required to function successfully in future jobs is essential to design context- and learner-oriented syllabi, this chapter describes the results of a survey carried out among 35 wineries engaged in wine tourism to find out the specific needs of professionals in the sector and details the methodological framework underlying the design and implementation of a three-unit English syllabus for wine tourist postgraduate students. Fundamental considerations for combining CLIL and TBL approaches within an ESP context are presented to demonstrate that they can lead the students enrolled in the master to professional proficiency in English and enable them to effectively apply their linguistic skills in the field of wine tourism.