is also embedded. Thus, in a text in which the students are reading about the foraging behavior of the armadillo the specific facts related to the armadillos foraging behavior is the carrier content. The real content is the linguistic content, progressive tense usage patterns, for example, which is present in the same text on armadillo foraging behavior The carrier content thus carries the real content and while we are happy when the students learn the carrier content our focus as language teachers is on the real content 2. How is the role of the teacher envisioned in an ESP approach? The role of the teacher in the ESP approach is multi-faceted as one would expect it to be when the students' use of/interaction with language is of great importance ESP teacher Teachers help students learn Is obviously role of the teacher should apply at al different types of teaching/learning situations. In an ESP classroom the same basic idea applies, but it is often noted that eSP classes are smaller and more students- centered so teachers need to be able to give individual feedback to students. And eSP teacher needs to be able to deal effectively with students needs and wants this entails treating students individually and not just as a giant group all the time Course designer and materials designer This role of the ESP practitioner as course designer and materials designer is often seen as a being one of the particular challenges in the ESP approach as there are not so many commercial textbooks available for the teacher to use. The ESP teacher, herefore, may have to make all her own materials and find suitable authentic texts. In fact, the course itself may not be laid out in advance. Very often ESP courses or one- off type courses where the teacher will get a bunch of students with very specific needs without any kind of precedents. This means she has to develop the whole course by herself from top to bottom. I myself had an experience like this when I was in Singapore in trying to develop an ESP course for border patrol policemen from Vietnam. I can assure you that it was a rather demanding endeavor trying to find the right materials while at the same time I had no idea of what their level was going to be. The esP teacher. and following an esp scenario needs to find authentic texts i ended up going to different websites for equipment related to border patrol. I was forced to use materials from the Singapore government from their own border patrol division, and i went to a lot of government and intergovernmental sites including the uN to try to find statistics on things like smuggling and piracy and other areas challenging border patrol officers. Finding the materials was first a gigantic challenge Creating language activities from these materials wasnt even greater challenge particularly as I didn t know what their level was going to be prior to meeting them in starting the class Collaborator The subject-based nature of ESP means that the ESP teacher often needs to be able to collaborate well with subject specialists. Thus, someone conducting an ESP course for would-be doctors will probably need the help of a doctor to help him or her plan the content of the course. It is also true that ESB teachers are often required to use particular types of resources, as I was in Singapore, often one is giving these types of resources without any kind of explanation which means the teacher themselves needs try to find someone to help them understand the materials. In effect the carrier contentis also embedded. Thus, in a text in which the students are reading about the foraging behavior of the armadillo the specific facts related to the armadillo’s foraging behavior is the carrier content. The real content is the linguistic content, progressive tense usage patterns, for example, which is present in the same text on armadillo foraging behavior. The carrier content thus carries the real content and while we are happy when the students learn the carrier content our focus as language teachers is on the real content. 2. How is the role of the teacher envisioned in an ESP approach? The role of the teacher in the ESP approach is multi-faceted as one would expect it to be when the students’ use of/interaction with language is of great importance. ESP teacher Teachers help students learn. Is obviously role of the teacher should apply at all different types of teaching/learning situations. In an ESP classroom the same basic idea applies, but it is often noted that ESP classes are smaller and more students￾centered so teachers need to be able to give individual feedback to students. And ESP teacher needs to be able to deal effectively with students’ needs and wants. This entails treating students individually and not just as a giant group all the time. Course designer and materials designer This role of the ESP practitioner as course designer and materials designer is often seen as a being one of the particular challenges in the ESP approach as there are not so many commercial textbooks available for the teacher to use. The ESP teacher, therefore, may have to make all her own materials and find suitable authentic texts. In fact, the course itself may not be laid out in advance. Very often ESP courses or one￾off type courses where the teacher will get a bunch of students with very specific needs without any kind of precedents. This means she has to develop the whole course by herself from top to bottom. I myself had an experience like this when I was in Singapore in trying to develop an ESP course for border patrol policemen from Vietnam. I can assure you that it was a rather demanding endeavor trying to find the right materials while at the same time I had no idea of what their level was going to be. The ESP teacher, and following an ESP scenario, needs to find authentic texts. I ended up going to different websites for equipment related to border patrol. I was forced to use materials from the Singapore government from their own border patrol division, and I went to a lot of government and intergovernmental sites including the UN to try to find statistics on things like smuggling and piracy and other areas challenging border patrol officers. Finding the materials was first a gigantic challenge. Creating language activities from these materials wasn’t even greater challenge particularly as I didn’t know what their level was going to be prior to meeting them in starting the class. Collaborator The subject-based nature of ESP means that the ESP teacher often needs to be able to collaborate well with subject specialists. Thus, someone conducting an ESP course for would-be doctors will probably need the help of a doctor to help him or her plan the content of the course. It is also true that ESB teachers are often required to use particular types of resources, as I was in Singapore, often one is giving these types of resources without any kind of explanation which means the teacher themselves needs try to find someone to help them understand the materials. In effect the carrier content