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Abstract
This systematic review examines the current literature on CBI (Content-based Instruction) methods and summarizes the data as it relates to influencing ESL student outcomes in Higher Education. The international tertiary community continues to experience a substantial growth in ESL students, which represent a significant portion of total enrollment. To meet this demand for bilingual education EAP (English for Academic Purpose) programs such as CBI curriculum have been widely adopted as the preferred pedagogical approach to address this growing trend in higher education. Despite this popularity, there is a lack of longitudinal research on the efficacy of CBI courses that link this approach to sustained improvement on student academic achievement scores. The findings reviewed herein suggest a positive sustained relationship between CBI curriculum and increased academic performance post intervention. The results of this investigative effort also support the seminal literature, which indicates the majority of participants consider CBI methods as a suitable pedagogical technique to acquire language and content knowledge, while enhancing long-term academic achievement. This research may inform future practitioners, administrators, and policy makers in the development of ESL programs in the tertiary community.
Highlights
Reference [1] research identifies a consistent trend observed by many stakeholders, this is in regards to the causal relationship between Content-based Instruction (CBI) methods and enhanced student academic achievement scores, L2 proficiency, and improved cognition of academic terminology germane to specific content areas, which is necessary for rich contextualized awareness
This review provided meaningful insight into the efficacy of CBI methods in higher education, it is recommended that further mixed-method investigations be conducted with active manipulation, to isolate variables from their root-cause allowing for a deeper understanding of the cause and effect relationship between content-linked curriculum and long-term student achievement
The findings described in this analysis suggest a positive relationship between content-linked curriculum, and enhanced or sustained improvement on overall student academic achievement scores
Summary
Bilingualism has been favored among educators and students dating back to accent Sumeria; not until the late twentieth century did institu-. According to [2] [3] [4], statistics from around the world continue to demonstrate a spike in ESL enrollment at credit-bearing higher education institutions. This presents a specific and immeasurable challenge for educators, where the goal is to quickly and effectively transition ESL students into the mainstream curriculum. This was in response to a growing population of English Language Learners (ELL’s) in the global higher education community, based on internationalization, and driven by global competitiveness [5]
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