Article ID | Journal | Published Year | Pages | File Type |
---|---|---|---|---|
10314575 | Journal of English for Academic Purposes | 2005 | 16 Pages |
Abstract
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.
Related Topics
Social Sciences and Humanities
Arts and Humanities
Language and Linguistics
Authors
Mark Garner, Erik Borg,