A quantitative analysis of LSP teacher needs in the European Higher Education Area

Abstract

Literature on languages for specific purposes (LSP) has been prolific in the analysis of LSP learner and learning needs (see e.g. Brown, 2016; Flowerdew, 2013), and yet, there is a paucity of research and empirical studies regarding LSP teacher and teaching needs (Basturkmen, 2019; Bocanegra-Valle & Basturkmen, 2019). This chapter aims to partly fill this gap by investigating LSP teacher needs in the context of higher education in Europe. It introduces the methodological approach that has been implemented to gather quantitative needs-related data and provides details about the data-collection instrument, its development and implementation. Results are discussed on the basis of 621 replies gathered from 33 European countries, which point at 62 distinct LSP teacher needs categorised in terms of knowledge, education, training and professional development. Findings also contribute to signposting themes and underlying competences for the development of an innovative LSP teachers training curriculum.