16. Content-based language teaching

Deen, J.Y.; Hacquebord, Hilde

doi:10.1075/z.109.23dee

Cited by 3 publications

(2 citation statements)

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“…These models are generally credited for improving the target language proficiency while producing students who are as competent in their subject matter as students in control groups (Stohler, 2006). Recent European and North American research indicates that CBI produces strong second language (L2) proficiency and subject matter expertise while satisfying both students and teachers (Deen & Hacquebord, 2002;Jappinen, 2005). Grabe and Stoller (1997) state that increased motivation and engagement are attributable to CBI.…”

Section: Content-based Instructionmentioning

confidence: 99%

Discipline-Specific Language Instruction for International Students in Introductory Economics

2015

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This paper explores student perceptions of the effects of pairing discipline-specific language instruction with the traditional method of course delivery in economics. Our research involved teaching content-based English as an additional language (EAL) tutorials to a small group of ten international students taking first-year introductory economics courses. These voluntary participants completed pre-and post-treatment assessments with exit interviews at the end of the project. Assessment results and interviews suggest that students perceive that discipline-specific language instruction such as our EAL tutorials assists in the development of increased content and language proficiency. They also believe that vocabulary development is one of the most critical activities to support these goals; reading skills are also important but require more time and commitment than students can afford to give. Despite the students' interest in the project, their heavy class schedules prevented many from participating; our group was limited to ten students which precludes any assurance of statistical significance. In spite of the limitations, we believe that the project can still contribute valuable qualitative lessons to the literature of content-based language instruction in which the discipline of economics has not been well represented.Cette communication explore la manière dont les étudiants perçoivent les effets du jumelage de l'enseignement de la langue spécifique à une discipline avec l'enseignement d'un cours d'économie selon la méthode traditionnelle d'enseignement. Notre recherche a porté sur l'enseignement en tutorat de l'anglais langue additionnelle (ALA) fondé sur le contenu à un petit groupe de dix étudiants internationaux inscrits dans des cours de première année d'introduction à l'économie. Ces participants bénévoles ont complété une évaluation avant et après le cours et ont été interviewés à la fin du projet. Les résultats de l'évaluation et les entrevues suggèrent que les étudiants ont le sentiment que l'enseignement de la langue spécifique à une discipline, tel que nos cours d' ALA en tutorat, les aident à développer une meilleure compréhension du contenu du cours et de la langue. Ils pensent également que l'acquisition du vocabulaire est l'une des activités les plus importantes pour réaliser ces objectifs. Les compétences en lecture sont également importantes mais requièrent davantage de temps et d'engagement que ce que les étudiants sont en mesure de fournir. Malgré l'intérêt des étudiants dans le projet, leur emploi du temps très chargé a empêché plusieurs d'entre eux d'y participer. Notre groupe a été limité à dix étudiants, ce qui écarte toute assurance de signification statistique. Malgré ces limites, nous croyons que ce projet peut malgré tout apporter une contribution qualitative appréciable à la documentation qui existe sur l'enseignement de la langue spécifique à une discipline dans laquelle l'économie n'a pas souvent été représentée.Keywords content-based instruction, content and language in...

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Section: Content-based Instructionmentioning

confidence: 99%

Discipline-Specific Language Instruction for International Students in Introductory Economics

2015

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“…These studies and others (Grabe & Stohler, 1997) credit this approach with improving the target language proficiency while producing students who are at least as competent in their subject matter as students in control groups. Recent European and North American experiments have produced strong second language proficiency and subject matter expertise while satisfying both students and teachers (Deen & Hacquebord, 2002).…”

Section: Content and Language Learning In Higher Educationmentioning

confidence: 99%

9. Language Diversity & Practice in Higher Education: Can Discipline-Specific Language Instruction Improve Economics Learning Outcomes?

Nguyen

Trimarchi

Williams

2012

CELT

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In the field of second language acquisition, discipline-specific language instruction is becoming widely known as Content and Language Integrated Learning. This method includes any activity that involves teaching a subject in a second language for the purpose of teaching both the subject content and the language. Research has shown that this two for one approach increases students’ content knowledge and language proficiency in both the short and long terms (Baik & Greig, 2009; Kasper, 1997; Song, 2006). These studies have been conducted using a variety of subjects in combination with several second languages, but the combination of economics and English has not been explored in the literature. Our research involved teaching English as an Additional Language (EAL) to international students taking an introductory economics course. Ten voluntary participants completed pre- and post-treatment assessments as well as exit interviews. Assessment results indicate that vocabulary instruction is correlated to success in economics although reading strategy instruction did not have the same impact.

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The language of instruction dilemma in the Turkish context

Sert

2008

System

109

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16. Content-based language teaching

Cited by 3 publications

References 0 publications

Discipline-Specific Language Instruction for International Students in Introductory Economics

Discipline-Specific Language Instruction for International Students in Introductory Economics

9. Language Diversity & Practice in Higher Education: Can Discipline-Specific Language Instruction Improve Economics Learning Outcomes?

The language of instruction dilemma in the Turkish context

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