financial metaphors in efl

Financial Metaphores in TESOL | Jonathan Clifton | December 12th, 2000

Talking about financial metaphors in ELT, I have just used this quote in my MAP assignment from Stevick "teaching language; a way and ways" (1980:121):

"This alpha and omega of a good lesson , this source and goal of all other components, can be stated quite simply in one word "pay off". What will the students be able to do , as a result of the lesson.......".

Nice metaphor but why so many financial metaphors in ELT????

Jonathan Clifton

Financial Metaphores in TESOL | Keith Richards | December 12th, 2000

Hi,

Thanks to Jonathan for stirring this one up and pointing to the use of financial metaphors in TESOL. Sorry this is a couple of days late but my email at home is playing up. Anyway, I'd like to pitch in on two issues: the general use of the term and the prevalence of the metaphor.

My reading of the term is straightforward because, as I've always understood it, the reference isn't simply to finance. To check this out I dipped into my dictionary and came up with "deficient or lacking in a specified quality (e.g. spiritually bankrupt)". In the uses I've come across ("the bankruptcy of determinism" springs immediately to mind, though I can't for the life of me think why) the suggestion has always been that the relevant idea/concept/school etc is based on ideas that are incoherent/trivial/lacking in practical relevance, etc.

Interestingly enough (and here I move to much shakier ground), I think the financial metaphors blossomed in the early days of ESP. That's perhaps unsurprising when you consider that part of the argument for ESP was that it was a good financial investment because although you paid more you got "more learning to the penny" (nobody ever said that, of course, but you get the drift). I seem to remember Strevens attacking it for this very reason, as more and more people succumbed to the "fashion and bandwagon" (his terms) effect of ESP. I think the idea of "surrender value" was also much touted at the time, based on the idea that if you were, for example, a technician and did a general English course, you wouldn't be able to "cash in" much of it in your work. An ESP course, on the other hand, would have a high surrender value because the English you learnt would be directly relevant to your job. That's more or less the position Widdowson attacked in his criticisms of ESP that emerged in the latter half of the eighties.

Don't know where all that gets us, but it's still an interesting debate.

Merry Christmas all

Keith Richards

Financial Metaphores in TESOL | Pinkie | December 13th, 2000

Keith:

I've read and enjoyed your thought-provoking message, and I'd just like to ask to what extent you agree with the view that "ESP" is a mere money-spinner with no real pedagogic justification?

[Actually, I'm also experiencing a strange subliminal urge to ask why you think determinism is bankrupt, but I guess I'll leave that for another day.]

Best,

Pinkie
Spain

Financial Metaphores in TESOL | Keith Richards | December 13th, 2000

Hi,

Pinkie wrote: "I'd just like to ask to what extent you agree with the view that "ESP" is a mere money-spinner with no real pedagogic justification?"

First off, can I draw everyone's attention to that "just" in Pinkie's message - it frightened the living daylights out of me before I even got to the question.

There was definitely a line of argument around the early eighties that took this view, and in some quarters I think the suspicion remains. It cropped up at the same time as agonized debates about whether there really was such a thing as ESP and a general cynicism about its commercial aspects (try this one for size: Opitz, K 1980. Languages for Special Purposes: An intractable presence? Fachsprache, 21-27), and it was followed by other debates about whether there was anything distinctive about ESP methodology.

In the light of all the words that flew about then, it's best to be circumspect when offering opinions on the "value" of ESP, but I'm happy to throw caution to the wind and say that I do think that if by ESP we mean English language courses designed with the needs of specific groups in mind, then it is valuable and, as with most things, you get what you pay for. Good research in the target community that leads to relevant courses, authentic tasks and materials and informed teaching is worth paying for, and not everyone can do it. Of course, in the end other factors (e.g. student motivation, proper time and facilities, support within the relevant professional environment) may be more important, but I'd say that on balance ESP is paying for. The problem is finding people who can do it, and I'd say that you'd need to have mastered areas like TDA, IIC and LEX if you want to be confident of getting to grips with the data alone - but then I would say that.

As for determinism ...nah, on second thoughts I'll exercise free will.

All the best

Keith

 

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