Learning outcomes: Through a variety of teaching materials, in-class activities and pair/group works, this course seeks to help students:

• Develop reading and writing skills in general and specialized English;
• Learn how to understand and handle long and difficult passages on Social Anthropology and History written in English;
• Carry out research on Social Anthropology and History in English in printed and electronic form (in the Library and the Internet respectively);
• Find and use general and specialist monolingual, bilingual and multilingual specialized dictionaries in printed and electronic form;
• Construct and maintain a personal bilingual Terminological Data Bank (TDB) and, thus, learn how to handle difficult terminology;
• Enhance their research and IT skills;
• Give briefings on the research they carry out (short oral presentations) in English on given (by the instructor) or pre-selected (by the student[s]) texts;
• Summarize in English and in Modern Greek long and difficult specialized texts with relative ease; and
• Enhance their abilities to render relatively long and difficult specialized English passages into Modern Greek, since they need to transfer the information and knowledge they acquire to their respective subject classes (other Courses) which are conducted in Modern Greek.

General Competences :

• Search, analysis and synthesis of data and information (i.e. scientific terms) – through (printed or electronic) specialized scientific texts, using conventional media (e.g. Library) and the necessary technologies (e.g. Internet, electronic monolingual, bilingual and multilingual general and specialized dictionaries);
• Development of research skills in both English and Greek;
• Writing autonomous work (as summaries of English texts in both English and Greek) in the classroom; and
• Writing group work (as summaries of English texts in both English and Greek) in the classroom.

The ultimate goal of English I (ESP) is to enable students to move between (at least) two different linguistic, cultural and scientific systems with ease and comfort – i.e. English to Greek and vice versa, when required (e.g. in Erasmus +, Erasmus Placement and International Conferences).

1. Nikolarea, E. “‘Inter-scientificity’ in interdisciplinary fields, such as Geography: A case study of ESP at a Greek University.” ESP Across Cultures 3 (2006): 66-77. [University of Foggia, Italy].
2. Nikolarea, E. “The journey of an ESP/EAP teacher.” Proceedings of the 5th International Conference on Language Learning for Specific and Academic Purposes. Thessaloniki, Greece: University of Macedonia – CD-Rom (2006).
3. Nikolarea, E. “Uses of the Internet in teaching English in a glocalised world.” The 3rd International Conference on Education and Information Systems: Technologies and Applications. EISTA ’05. Proceedings. Eds. F. Malpica, F. Welsch and A. Tremande. Vol. II. Florida, USA: EISTA, 2005. 329-34.
4. Nikolarea, E. “EAP in a glocalised world.” TESOL Greece Newletter 86 (April-June 2005): 6-7.
5. Nikolarea, E.  “Translation Methods and Methodologies in ELT for Social Sciences Students.” Choice and Difference in Translation – The Specifics of Transfer. Eds. M. Sidiropoulou and A. Papaconstantinou. Athens, Greece: The National and Kapodistrian University of Athens, 2004. 221-38.
6. Nikolarea, E. “ELT for Social Sciences students at non-English Universities.” Conference Proceedings ICL (Integrating Content and Language) Meeting the challenge of multilingual higher education. Ed. Robert Wilkinson. Maastricht, the Netherlands, 2004. 251-63.
7. Nikolarea, E. “English vis-à-vis Modern Greek: New Methodological Approaches to EFL/ESP/EAP Teaching at Greek Universities.” The 2nd Symposium of TESOL Greece New Directions in ESP and EAP; it can be viewed at http://www.tesolgreece.com/nikolarea.pdf (2004).
8. Nikolarea, E. “Research Methodologies and ELT at Greek Universities.” The Role of Research in Teacher Education. Eds. Briony Beaven and Simon Borg. 2003 Nottingham Conference Proceedings. Whistable, UK: Oyster Press for IATEFL, 2003. 71-75.