Regional center for training and training of teachers at fergana state university

Practical case

The Institute of Paramedics in Biskra -Algeria offers to the new baccalaureate students an interesting curricula of the degrees, that is, nursing, radiology, Clinical Analysis and Public Health, Physiotherapy, social assistance and midwifes, include one semester of English in the first year. According to the vice director of the studies, their syllabi is designed to meet the Algerian learners needs and each specialty recommendation’s. In this semester, students are introduced to general health topics such as the human body terminology, illnesses and complaints, in addition to general communication skills including speaking and reading. Our study was carried out at the Institute of Paramedics in Biskra with fifty first-year clinical analysis students aged between seventeen and nineteen, from both genders and their ESP female teacher graduated with Master degree, in addition to five other teachers from other specialties. The investigation had lasted from February to May. Tow questionnaires with open format questions and closed format questions (appendix n° 01 and n°02), to both ESP teachers and clinical analysis students, were conducted attempting to answer the question: What differentiate an ESP teacher from a GE one? What are the roles of the ESP teacher? Should an ESP teacher take needs analysis into consideration before to start teaching ESP? Should an ESP teacher take training courses before teaching?