Content-based college ESL instruction by Loretta F. Kasper

By Loretta F. Kasper

This booklet is thoroughly designed to notify and teach readers within the concepts of content-based ESL guideline and to aid them in constructing and enforcing content-based fabrics and courses applicable to their academic associations and occasions. each bankruptcy provides a stability of conception and perform, targeting an in depth description, with transparent examples of lecture room practices together with info, feedback, and tutorial instruments. each one bankruptcy addresses review concerns as they observe to the actual technique defined.

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Page 12 Linked Courses Like intensive content-based ESL programs, linked courses are EAP models that involve interdisciplinary collaborations. However, whereas intensive content-based programs require that an entire schedule of mainstream courses be integrated into the ESL sequence, linked courses pair an ESL course with one specific mainstream course, such as psychology or biology, with students enrolled simultaneously in each. To be most effective, instruction in both components should be completely coordinated, so that the ESL and the content area instructor develop parallel materials and share ideas for course assignments.

According to Cooke ( 1991), if writing is to become a natural and effective skill for students, they must be offered practice and instruction in a great variety of academic settings. They must learn to write "for different readers and in many contexts" (p. 9). Although Cooke's statement applies to all college students, offering interdisciplinary contexts for writing and general language use is especially important for ESL students. , 1998; Myers, chap. 6, this volume). Mainstream programs in WAC/WID extend the scope of student writing beyond the confines of the ESL course to improve content learning and to fa- Page 16 miliarize students with discourse conventions as they differ across disciplines.

The pedagogical applications of these theories result in meaningful and relevant contexts for language use, enabling students to develop the functional and academic literacy skills necessary for success in college. Theoretical Foundations The linguistic and cognitive theories that provide the foundation for CBI each emphasize the importance of providing multiple opportunities for ESL learners to interact with authentic, contextualized, linguistically challenging materials in a communicative and academic context.

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