Abstract
To improve academic ESL, a community college has been experimenting with linking an ESL class to a Sociology class. The primary goal was to use the methodology of Content Based Instruction to develop a curriculum that would promote academic vocabulary acquisition, critical thinking, and authentic communication in a sheltered environment. The paradigm of Action Research was used as a framework to reflect on the strengths of the program and to identify activities that engaged the students and contributed to improved language skills. Supplementary assignments of a Young Adult novel and provocative movies, used across both the ESL and Sociology class, helped students to apply abstract concepts to familiar situations. The structure of the link produced an effective learning community and a support system for the students. We suggest that linking ESL to a content course might be preferable to other options for developmental ESL students entering college.
Highlights
A community college has been experimenting with linking English as a Second Language (ESL) classes with academic courses
We suggest that linking ESL to a content course might be preferable to other options for developmental ESL students entering college
Using the paradigm of Action Research to reflect on the strengths of our program, we have identified assignments and activities used across both the ESL and content course that were useful in promoting our pedagogic goals
Summary
A community college has been experimenting with linking English as a Second Language (ESL) classes with academic courses. During the last three years we have explored several teaching strategies in a program which links ESL to a full-credit content course. Our primary motivation was to familiarize students with academic college life in a sheltered supportive environment. Another purpose of our program was to find activities to accomplish the specific educational goals of academic vocabulary acquisition, authentic communication, and critical thinking. Using the paradigm of Action Research to reflect on the strengths of our program, we have identified assignments and activities used across both the ESL and content course that were useful in promoting our pedagogic goals. We suggest that linking ESL to a content course might be preferable to other options for developmental ESL students entering college
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