English for Specific Purposes in the context of electrical engineering curricula: A case study

In absolute terms, any activity that constitutes part of an educational enterprise is, in its broadest sense, purposeful. The degree to which purpose needs to be articulated is largely dependent on the immediacy of its implementation and the urgency of its construct validity. Subscribing to the view that English for Specific Purposes (ESP) comprises both of these parameters, I will attempt to illuminate the institutional and pedagogical impact that such a realization has on the actual teaching/learning context by concentrating on a specific case study: that of the Department of Electrical Engineering Educators of the School of Pedagogical and Technological Education (ASPETE), a state-funded Tertiary Education Institution in Athens, Greece. In doing so, I will be focusing on the challenges which the Bologna Process has set for language teaching and learning in Higher Education in Europe.