Real tasks, real communication: ESP for hospitality apprentices

Abstract

La tesis “Real tasks, real communication: ESP for hospitality apprentices” presenta una propuesta de intervención pedagógica orientada al fortalecimiento de la competencia comunicativa en inglés de aprendices de programas de formación en hotelería y turismo del SENA una entidad de formación profesional en Colombia. El estudio surge a partir de la necesidad de generar mayores oportunidades para que los aprendices utilicen el idioma inglés en situaciones reales relacionadas con su futuro desempeño laboral, superando enfoques tradicionales centrados únicamente en estructuras gramaticales y vocabulario aislado. La investigación se fundamenta en la integración de tres enfoques pedagógicos: la Enseñanza Comunicativa de Lenguas, el Inglés con Propósitos Específicos y el Aprendizaje Basado en Tareas.

This intervention proposal aims to enhance the English communicative competence of apprentices in a Colombian public vocational training center by addressing the need for workplace-oriented language instruction. It responds to limited opportunities for meaningful English use in vocational contexts. The proposal follows a Task-Based Learning and English for Specific Purposes framework and is designed for hospitality and tourism apprentices. The methodology involves the development of six structured sessions based on pre-task preparation, task performance, and post-task reflection, supported by formative assessment and a final integrative task. The pedagogical analysis and design process indicate that this approach is feasible and contextually appropriate, with strong potential to increase learner engagement and promote functional language use in professional scenarios. The proposal concludes that integrating communicative and task-based strategies into vocational education can strengthen apprentices’ professional communication skills while offering a flexible framework adaptable to similar training programs.

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