Teacher-Developed ESP Modules Complementing General English Textbooks in Indonesian Vocational Schools

Dina Syarifah Nasution

Abstract


English language instruction in vocational education requires a balanced approach that merges foundational proficiency with career-specific relevance. This study presents a conceptual framework for integrated vocational English learning, structured around two complementary pathways: general English textbooks that establish core listening, speaking, reading, and writing competencies, and teacher-developed English for Specific Purposes (ESP) modules that contextualise language use within workplace and professional scenarios. By integrating these two strands, the model bridges the gap between abstract language instruction and practical, vocationally oriented communication. The outcome is a learning experience that not only builds a robust linguistic foundation but also equips students with job-ready language skills directly applicable to their chosen fields. This dual-integration approach addresses the unique needs of vocational learners, ensuring that English instruction becomes purposeful, meaningful, and directly supportive of their academic and professional development. The framework offers a practical, adaptable structure for educators and curriculum designers seeking to enhance the relevance and effectiveness of English language teaching in vocational settings.


Keywords


Vocational English; English for Specific Purposes (ESP); Integrated Learning; Language Skills; Vocational Education; Curriculum Development; Teacher-Developed Modules

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References


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DOI: https://doi.org/10.5281/zenodo.24067300

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