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The following submission addresses several barriers to professional ESP teacher development, seen from a background of the need for a realignment of the teacher-teacher and teacher-student relationships in Hungarian higher education. While this need is truly endemic across all disciplines in Hungarian higher education, the author will focus on key questions of how to improve the situation of professional development in his own field. The author argues that inaction would preclude the ability of Hungarian ESP to ready itself for the approaching challenges of CLIL and TTFL course expansion in future curricula.

The 21st Century is one in which higher education institutions must provide 21st Century-readied teachers for 21st Century students. As contrite as this statement may at first seem, this is indeed the one message that Hungarian higher education largely appears to not be getting. While many colleagues in our EU neighboring countries have moved into the 21st Century by developing and adopting new ideas on professional approaches, methods, materials and necessities, we see our disciplines being pushed back into the conditions seen in the 1980s. We need to fight back in a way that we can control, and that is in adjusting how we work together within our departments and also with our students. It is additionally my argument that change within our own teaching must come before we venture into CLIL and TTFL programs.