NEGOTIATING THE LEXICON OF CAPITAL: PEDAGOGICAL PATHWAYS IN TEACHING ENGLISH TO STUDENTS OF ECONOMICS
NEGOTIATING THE LEXICON OF CAPITAL: PEDAGOGICAL PATHWAYS IN TEACHING ENGLISH TO STUDENTS OF ECONOMICS

Summary/Abstract: Teaching English to students of Economics represents an intricate process situated at the crossroads of linguistics, disciplinary knowledge, and critical pedagogy. Unlike general English instruction, which aims primarily at functional communication, English for Economics demands mastery of complex lexical, grammatical, and conceptual structures that reflect the epistemological underpinnings of economic discourse. The field of English for Specific Purposes (ESP) offers a framework for exploring how language both reflects and constructs disciplinary thought. This paper investigates the main challenges, opportunities, and effective pedagogical techniques associated with teaching English to economics students. It highlights issues of linguistic abstraction, metaphorical framing, and cultural variation while emphasizing the potential of task-based, corpus-informed, and digital approaches to enhance both communicative and disciplinary competence. Furthermore, the article discusses how ethics and ideology are embedded within economic discourse, encouraging reflective engagement with the ways language legitimizes certain worldviews. Drawing upon the works of Hutchinson, Waters, Hyland, Swales, and Fairclough, this study advocates for a holistic approach that combines linguistic rigor with critical awareness. The paper concludes by suggesting that English for Economics should not merely teach terminology but foster intellectual agency, empowering learners to participate in global discourses with linguistic confidence and ethical consciousness.

• Details
• Contents