Lessons Learned: How to Write an ESP Book – English for Crisis Management
Roč.16,č.1(2026)
Abstract
Developing a professional English coursebook for Crisis Management students represents both a linguistic and pedagogical challenge. This article presents lessons learned from the process of designing, writing, and piloting English for Crisis Management — a tailor-made ESP textbook that integrates authentic materials, professional contexts, and the development of transferable skills.
The coursebook combines subject-specific language instruction with Job Labs – project-based learning units that simulate real-life professional situations and foster collaboration, decision-making, and problem-solving skills. These units encourage students to use English not merely as a foreign language but as a professional tool for communication, reflection, and teamwork.
The article outlines the main stages of the development process, including needs analysis, text and task design, and visual layout. It also discusses how the principles of Bloom’s revised taxonomy, content-based learning, and competence-oriented education were applied to align linguistic objectives with professional competencies in the fields of crisis management and security.
Particular attention is given to the challenges encountered during material development, such as balancing linguistic accuracy with authenticity, motivating technically oriented students, and integrating soft skills into a discipline-focused syllabus. The article concludes with practical recommendations for ESP practitioners and material developers who wish to design modern, visually engaging, and pedagogically sound ESP resources that bridge the gap between university learning and professional practice.
ESP; Crisis management; coursebook design; Job Labs; transferable skills; content-based learning
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