Content-Based Language Instruction: Investigating the Effectiveness of the Adjunct Model

Snow, Marguerite Ann; Brinton, Donna M.

doi:10.2307/3587256

Cited by 93 publications

(67 citation statements)

References 10 publications

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“…Analyzing students' evaluations of the program, follow-up interviews with selected students, and a simulated final exam, Snow and Brinton (1988) found that students who had taken an intensive English presessional program linked to a content course at a U.S. university felt they were better readers and writers. With improved confidence, these students also performed in their disciplinary courses at the same level as their NNES peers who had not taken the EAP course because of their higher English proficiency scores.…”

Section: Efficacy Of Content-based Instructionmentioning

confidence: 99%

An EAP Program and Students’ Success at a Canadian University

Keefe¹,

Shi²

2017

TCJ

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Section: Efficacy Of Content-based Instructionmentioning

confidence: 99%

An EAP Program and Students’ Success at a Canadian University

Keefe¹,

Shi²

2017

TCJ

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“…Content-based instruction (CBI) has proven to have many merits and possibilities (Snow & Brinton, 1988). In Chinese colleges, recently CBI is regarded as one of the most effective teaching approach to improve learners' language proficiency (Chang, 2007), enhance the subject knowledge (Chang, 2007;Chang et al 2009), and also develop their cognitive skills and critical thinking skills (Yang et al 2011).…”

Section: Advantages Of Critical Thinking Skills Instruction In Eflmentioning

confidence: 99%

Reasoning Critical Thinking: Is It Born or Made?

Wang¹,

Zheng²

2016

TPLS

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Abstract-There is a heated debate over whether critical thinking can be taught in the educational field for the reasons that its definition is seldom comprehensively given and universally accepted by the academia, as well as its value and impacts on the development of learners' critical thinking skills. Focusing on the practical use of critical thinking, the main concern in this paper is whether critical thinking can be taught, particularly in an EFL classroom. The reflection on several conceptions and characteristics of critical thinking will be firstly introduced. When discussing these accounts, the reasons that why it is challenging to teach critical thinking as well as why it can be taught in previous relevant literature will be presented. Then the current situations of critical thinking skills taught in the classroom, taking a Chinese EFL classroom for an example, will be illustrated and finally the reasons why it is popular as a tool in teaching and learning will be discussed.

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“…Chamot, Uhl, O'Malley, and Michael (1987) describe their Cognitive Academic Language Learning Approach for elementary and secondary levels. Snow and Brinton (1988) analyse the effectiveness of the Adjunct model implemented at UCLA.…”

Section: That For Esl Snldents Writing Skills Are Significantly Bettmentioning

confidence: 99%

“…The implementation of ESL courses at universities and colleges has been based on the assumption that there exists a threshold level of English proficiency without which students will not succeed at university studies (Snow and Brinton, 1988). The correlation, however, between English language proficiency and academic succss has not been clearly established.…”

Section: Introductionmentioning

confidence: 99%

Performance in English Skills Courses and Overall Academic Achievement

Black¹

1991

TESL

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The implementation of ESL courses at universities and colleges has been based on the assumption that a threshold level of English proficiency is necessary for students to succeed at their academic work. The correlation, however, between English language proficiency and academic success has not been clearly established. This paper describes a study undertaken at Brock University which correlates performance of students in ESL courses in spoken and written English with achievement in their other academic courses. The grades received in the ESL courses were correlated with the overall academic average and the major average for the whole group and for each of three degree groups-students completing B.A, RSc., and B.RE. degrees. Analysis of the data revealed a modest positive correlation between performance in written English and the overall and major averages in all groups except the B.RE., in which there was no significant correlation. The grades for the spoken English course failed to correlate significantly with either the overall average or the major average in any of the groups. Pedagogical implications of these surprisingly low correlations are discussed, and suggestions are offered for making skills learned in ESL courses more relevant to the academic needs of students.

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Content-Based Language Instruction: Investigating the Effectiveness of the Adjunct Model

Cited by 93 publications

References 10 publications

An EAP Program and Students’ Success at a Canadian University

An EAP Program and Students’ Success at a Canadian University

Reasoning Critical Thinking: Is It Born or Made?

Performance in English Skills Courses and Overall Academic Achievement

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