Language and cultural awareness of a non-native ESP teacher

Introduction. The relation between culture and language is a central issue in foreign language teaching and research where the need to give cultural content the same value as language content and language skills has been stressed. However, conceptualization of teacher language awareness, by focusing largely on formal aspects of language, largely neglects culture as a component of teacher cognition. This paper expands the category of ESP-teacher language awareness suggesting the inclusion of cultural awareness as a separate component of teacher cognition. This concept extension actualizes ESP teaching in the situation shaped by unprecedented mobility and intercultural contacts. Materials and Methods. The historic-logical method was used to determine shortcomings of pedagogical experience and the need to teach culture in ESP. Grounded theory, as an inductive methodology, was utilized to generate conceptual expansion theoretically tied with research in medical and business communication as well as with data on population movement and international scientific cooperation. Results. We defined ESP-cultural knowledge as a system comprising the permanent (know-that) and temporary (know-of) cultural manifestations in a society as well as how they are manifested through language (know-how). That system practical representation is exemplified in medicine and business English discourse. The study expands the structure of ESP-TLA, claiming the focus on cultural awareness as part of ESP discourse which fosters cultural-response education. Discussion and Conclusion. Such claim is pertinent to practitioners involved in the tourism industry, health care, economics, and academic activities such as research and development. This paper is relevant for teachers of English for Specific purposes in the fields mentioned above as well as for researchers engaged in analyzing the problems and methods of teaching a foreign language. However, because of the multiple manifestations and complexity of student motivation to get ESP course, the paper acknowledges the difficulties in addressing cultural content salient to all students in class, an aspect meriting further research.