Abstract
This article reports on the successful implementation of a content-based instruction (CBI) approach to a 6-month pre-sessional academic English for business and management course at a UK university. While recognising that CBI is not a ‘cure-all’ and indeed that the approach brings with it particular issues, such as instructor competence in the content, the article argues CBI offers both significant and wide-ranging benefits as a language teaching approach and as such should be given greater prominence in the language teaching industry.
Highlights
This paper reports on an ongoing and successful implementation of content-based instruction (CBI)1 in the re-design of a 20 week pre-sessional Academic English for Business and Management (AEBM) language course at a UK university
The paper begins with an overview of relevant aspects of the CBI literature in order to contextualise the case study, after which a detailed account of the syllabus design and its motivation is given
A complementary view is given by BS&W (1989, 5-9), who discuss three traditions which they view as the ‘roots of content-based language teaching’: language across the curriculum, language for specific purposes (LSP), and immersion education
Summary
This paper reports on an ongoing and successful implementation (as judged by student feedback, peer teaching feedback and instructor introspection) of content-based instruction (CBI) in the re-design of a 20 week pre-sessional Academic English for Business and Management (AEBM) language course at a UK university. The paper begins with an overview of relevant aspects of the CBI literature in order to contextualise the case study (section 2), after which a detailed account of the syllabus design and its motivation is given (section 3). (section 4), implications of the case study are drawn
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