With notable exceptions, few studies of teaching and learning of scholarly registers and genres to users of English as an
additional language focus on curriculum. For a contextualized understanding of register-curriculum relations, this study
investigates disciplinary registers in the Academic English Program at Vantage College, a new alternative-entry, first-year
program at the University of British Columbia, Canada. In integrating content and language instruction, the curriculum adopts
systemic functional linguistics as the informing theory of language. Program registers and their relations are investigated using
Matthiessen’s (2015) context-based register typology. This novel case study
highlights register-curriculum relations in key aspects, including discipline-specific variation in register instruction, planned
learning trajectories, faculty collaborations, and relations between English for general and specific academic purposes.
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