LSP Resources


AELFE (Asociación Europea de Lenguas para Fines Específicos)

AELFE is an association of European University professors specialised in languages for specific purposes. Founded in 1992, its objective is that of fostering and promoting both the research into and teaching of modern languages as regards their applications to science and technology.

NOBLE (Network of Business Language Educators) 

NOBLE is a learning community which provides resources and professional development to help educators prepare their students to be global leaders; focuses on empowering K-12 educators, but also encourages and facilitates articulation with educators in higher education; promotes collaboration among foreign language and professional school faculty to integrate the study of technical expertise, language, culture, and area studies; encourages and facilitates connections between educators and professionals in industry.

ALC Bridge (Association of Language Companies)

ALC Bridge brings together educators and employers with the mutual goal of helping students begin professional careers in language services.

CIBER (Centers for International Business Education and Research)

Administered by the U.S. Department of Education under Title VI, Part B of the Higher Education Act of 1965, the CIBER network links the manpower and technological needs of the United States business community with the international education, language training, and research capacities of universities across the country.

LSPPC (Asia-Pacific LSP and Professional Communication Association)

An association of researchers and practitioners specializing in languages for specific purposes and professional communication. Its main objective is to promote research and practice of language teaching and training for professional communication.


E.S.P. Today 

Selected Publications

Abbott, A. (2017). Civic engagement and community service learning: Connecting students’ experiences to policy and advocacy. In M. Bloom & C. Gascoigne (Eds.), Creating experiential learning opportunities for language learners: Acting locally while thinking globally (pp. 33-52). Bristol, UK: Multilingual Matters.


Bachman, L. F., & Palmer, A. S. (1996). Language testing in practice: Designing and developing useful language tests (Vol. 1). Oxford: Oxford University Press.


Bhatia, V. K. (2008). Genre analysis, ESP and professional practice. English for Specific Purposes27(2), 161-174.


Bocanegra-Valle, A., & Perea-Barberá, M. D. (2022). A quantitative analysis of LSP teacher needs across the EHEA. In M-A. Chateaureynaud & P. John (Eds.), LSP Teacher Training Summer School. The TRAILs Project. Bern: Peter Lang.


Calvi, M. V. (2011). Confines móviles. Lengua y cultura en el discurso del turismo. PASOS Revista de Turismo y Patrimonio Cultural9(1), 193-195.


Calvi, M. V., & Mapelli, G. (2011). La lengua del turismo: Géneros discursivos y terminología. Bern: Peter Lang.


Doyle, M. S. (2012). Business language studies in the United States: On nomenclature, context, theory, and method. The Modern Language Journal96(s1), 105-121.


European Union. n.d.a. CATAPULT. Computer Assisted Training and Platforms to Upskill LSP Teachers

European Union. n.d.b. LSP teacher common competence framework (CCF). 


Fuertes-Olivera, P. A., & Arribas Baño, A. (2008). Pedagogical specialised lexicography. The representation of meaning in English and Spanish business dictionaries. Amsterdam y Philadelphia: John Benjamins Publishing Company.


Gómez de Enterría, J. (2007). Correspondencia comercial en español. Alcobendas, Spain: Sociedad general española de librería (SGEL).

Gonglewski, M., & Esseesy, M. (2021). Global Business Languages, 21.


Hardin, K. (2020). Pragmatics and medical discourse in Spanish. New York/London: Routledge.


Hyland, K., & Bondi, M. (Eds.). (2006). Academic discourse across disciplines. Bern: Peter Lang.


King de Ramírez, C., & Lafford, B. (2017). Mentors’ perspectives on professional internships: Rewards, challenges and future directions. In M. Bloom & C. Gascoigne (Eds.), Creating experiential learning opportunities for language learners: Acting locally while thinking globally (pp. 135-159). New York, NY: Routledge.


King de Ramírez, C., & Lafford, B. (Eds.) (2018). Transferable skills for the 21st Century: Preparing students for the workplace through world languages for specific purposes. Provo, UT: Sabio Books.

Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice-Hall.


Lafford, B. (2015). Implications of LSP curricular design for mainstream world language classes. CASLS InterCom issue for 4/27/15. 


Lafford, B., Sánchez-López, L., Ferreira Cabrera, A., Arnó-Macià, E. (Eds.), (forthcoming). The Routledge Handbook of Spanish for Specific Purposes. New York/London: Routledge.


Lear, D. (2019). Integrating career preparation into language courses. Washington, D.C. Georgetown University Press.

Lear, D. (2021). Domain analysis: Research-based reverse design for languages for specific purposes. Foreign Language Annals54(1), 139-157.

Long, M. L. (Ed.). (2017). Language for specific purposes: Trends in curriculum development.  Washington, D.C.: Georgetown University Press.


Long, M. H. (1985). A role for instruction in second language acquisition: Task-based

language training. In K. Hyltenstam & M. Pienemann (Eds.), Modelling and assessing second language acquisition (pp. 77–99). Clevedon, Avon: Multilingual Matters.


Martinez, G. A. (2022). Spanish in health care: Policy, practice and pedagogy in Latino health. New York/London: Routledge.  

Pérez, O. A. (2018). Spanish for the sciences: A communication-based approach.” Ibérica 36, 195-216.


Risner, M., & Spaine-Long, S. (Eds.) (2020). LSP vectors: Strengthening interdisciplinary connections. Global Business Languages, 20, viii-xv. DOI: 


Ruggiero, D. (2022). Teaching world languages for specific purposes. Washington, D.C.: Georgetown University Press.

Sánchez-López, L. (2013). Scholarship and teaching on languages for specific purposes. UAB Digital Collections.

Sánchez-López, L. (2018). Cultural and pragmatic aspects of L2 Spanish for academic purposes: New data on the current state of the question. Journal of Spanish Language Teaching, 5(2), 102-114.


Swales, J. M. (1990). Genre analysis: English in academic and research settings. Cambridge: Cambridge University Press.


Whitney, B. C., & Clayton, P. H. (2011). Research on and through reflection in international service learning. In R. G. Bringle, J. A. Hatcher, & S. G. Jones (Eds.). International service learning: Conceptual frameworks and research (pp. 145-187). Sterling, VA: Stylus Publishing.