Abstract

In the field of second language acquisition, discipline-specific language instruction is becoming widely known as Content and Language Integrated Learning. This method includes any activity that involves teaching a subject in a second language for the purpose of teaching both the subject content and the language. Research has shown that this two for one approach increases students’ content knowledge and language proficiency in both the short and long terms (Baik & Greig, 2009; Kasper, 1997; Song, 2006). These studies have been conducted using a variety of subjects in combination with several second languages, but the combination of economics and English has not been explored in the literature. Our research involved teaching English as an Additional Language (EAL) to international students taking an introductory economics course. Ten voluntary participants completed pre- and post-treatment assessments as well as exit interviews. Assessment results indicate that vocabulary instruction is correlated to success in economics although reading strategy instruction did not have the same impact.

Highlights

  • In the field of second language acquisition, discipline-specific language instruction is becoming widely known as Content and Language Integrated Learning

  • At postsecondary levels, studies have explored the provision of English language instruction through a variety of disciplines: architecture (Baik & Greig, 2009), psychology, sociology, history, health and physical education (Song, 2006), geography (Rodgers, 2006), and psychology and physiology (Ready & Wesche, 1992)

  • As there were few opportunities for discussion and writing in the larger economics classes, our English as an Additional Language (EAL) tutorials focused on the skills which were most relevant to our context and discipline, which were broadening and deepening vocabulary knowledge, reading strategies to enhance reading skills, note-taking, multiple choice exam strategies, and clarifying culturally bound references

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Summary

Content and Language Learning in Higher Education

In many universities, increased international recruitment has created a greater demand for English as an Additional Language (EAL) training. At postsecondary levels, studies have explored the provision of English language instruction through a variety of disciplines: architecture (Baik & Greig, 2009), psychology, sociology, history, health and physical education (Song, 2006), geography (Rodgers, 2006), and psychology and physiology (Ready & Wesche, 1992). These studies and others (Grabe & Stohler, 1997) credit this approach with improving the target language proficiency while producing students who are at least as competent in their subject matter as students in control groups. We wanted to find out whether discipline-specific second language instruction could help students improve their economics knowledge and English proficiency

An Environment for Economics and Language Instruction
Learning Outcomes
English language assessments
Findings
Economics content assessments
Full Text
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