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An ecological perspective on content-based instruction [An article from: Journal of English for Academic Purposes]
Book Details
Author(s)M. Garner, E. Borg
PublisherElsevier
ISBN / ASINB000RR372Y
ISBN-13978B000RR3720
AvailabilityAvailable for download now
Sales Rank99,999,999
MarketplaceUnited States 🇺🇸
Description
This digital document is a journal article from Journal of English for Academic Purposes, published by Elsevier in 2005. The article is delivered in HTML format and is available in your Amazon.com Media Library immediately after purchase. You can view it with any web browser.
Description:
Content-based instruction (CBI) has been proposed as an effective method of preparing students for study in English-medium universities. Although CBI has won adherents for its pedagogical effectiveness, a theoretical basis for its success has not been fully articulated. There are a variety of frameworks that may be used to provide this theoretical basis. This paper argues that an ecological framework on language learning and use can provide this theoretical underpinning. A content-based English pre-sessional course illustrates the proposed ecological framework. The course, using a textbook for native-English speaking undergraduates [Seitz, J. L., (2002). Global issues: An introduction. (2nd ed.). Oxford & Malden, MA: Blackwell], helps students learn the expectations of university study through extended focussed reading, discussion and writing. In this way, EAP skills are contextualized in an integrated learning process.
Description:
Content-based instruction (CBI) has been proposed as an effective method of preparing students for study in English-medium universities. Although CBI has won adherents for its pedagogical effectiveness, a theoretical basis for its success has not been fully articulated. There are a variety of frameworks that may be used to provide this theoretical basis. This paper argues that an ecological framework on language learning and use can provide this theoretical underpinning. A content-based English pre-sessional course illustrates the proposed ecological framework. The course, using a textbook for native-English speaking undergraduates [Seitz, J. L., (2002). Global issues: An introduction. (2nd ed.). Oxford & Malden, MA: Blackwell], helps students learn the expectations of university study through extended focussed reading, discussion and writing. In this way, EAP skills are contextualized in an integrated learning process.
