An ecological perspective on content-based instruction  

Oleh:

Garner, Mark ; Borg, Erik

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Journal of English for Academic Purposes (Full Text) vol. 4 no. 2 (2005), page 119–134.
Topik: Content-based instruction; Language ecology; English for academic purposes
Fulltext: Garner_Mark.pdf (147.01KB)

Isi artikel

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.

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