International Journal of Language and Applied Linguistics 2015; 1(2): 35-41 Published online June 15, 2015 (http://www.ijlal.ir) ISSN: 2383-0514 (Online) © 2015 Khate Sefid Press 35 Team Teaching in the University: Description of a Collaborative Experience between the Computer Engineering and the English Departments María Luisa Renau Renau Department of English Studies, Universitat Jaume I, Castellón, Spain Email: renau@uji.es Abstract — In the last twenty years, English for Specific Purposes (ESP) courses have become very popular due to the growth of science, technology, politics and economics, and also due to the condition of lingua franca of English language. From then on, the implementation of English specific courses has spread throughout the world and can be found in almost every educational institution. ESP courses at Universitat Jaume I (Castellón, Spain) are present in almost all the degrees. The objective of this paper was twofold: firstly, we describe the relevance of the English language in the Computer Engineering degree as students have to complete 6 European Credit Transfer System (ECTS) credits of the English subject in the first year and carry out activities in the English language corresponding to at least another 12 ECTS credits in the second, third and fourth year; and secondly, we explain the close cooperation between professors from the Computer Engineering department and professors from the English Studies department. This collaboration brings about the design and implementation of a rubric that is used to assess the compulsory oral presentations in English in the fourth year courses in the Computer Engineering Degree. Index Terms — ESP courses, Computer Engineering degree, Team teaching, Rubric for English oral presentations I. INTRODUCTION A. Definition of ESP ESP can be defined as the study of the English language adapted to the specific needs and objectives of the learner (Strevens, 1977). ESP is not centered in one main objective; it varies depending on the focus of the student. The definition given by Dudley-Evans & St John (1998) is based on absolute and variable characteristics: Absolute characteristics:  ESP is designed to meet specific needs of the learner;  ESP makes use of the underlying methodology and activities of the disciplines it serves;  ESP is centred on the language (grammar, lexis, register), skills, discourse and genres appropriate to these activities. Variable characteristics:  ESP may be related to or designed for specific disciplines;  ESP may use, in specific teaching situations, a different methodology from that of general English;  ESP is likely to be designed for adult learners, either at a tertiary level institution or in a professional work situation. It could, however, be used for learners at secondary school level;  ESP is generally designed for intermediate or advance students. Most ESP courses assume basic knowledge of the language system, but it can be used with beginners. According to Hutchinson (1987), three determining constituents mainly generated the creation and growth of ESP: the demands of a Brave New World, a revolution in linguistics and the focus on the learner. The end of the Second World War produced a development in work and educational conditions. Regarding the development in the work area, scientific, technical and economical activity was increased and produced the need of an international language. The power that United States had in that moment made English the language needed for that purpose. This fact created a new generation of people wanting to learn English for a specific purpose, that is, learners knew the reason why they wanted to learn a language. From that moment on, the main objects to Received April 28, 2015; Accepted June 1, 2015. © 2015 Khate Sefid Press