From the editors

Abstract

Practitioners in the field of second language (L2) teaching have, since the last decade, experimented with a variety of models for teaching language through content (Brinton et al., 1989). This paper describes a framework for training prospective ESOL instructors in teaching language through a content approach. The teacher-education model presented here integrates three courses—an undergraduate literature course, an EAP methodology course, and a content-based pre-academic L2 instruction course. TESOL trainee teachers and ESOL students were brought together in a modification of the adjunct model. What makes this approach unique is that the TESOL students served as part-time instructors in the adjunct course. Basing our assumptions on the reported pedagogical skills gained by the trainee teachers and the favorable reactions of the Precourse ESOL students, we suggest that such a joining of forces is of unequivocal benefit to both parties.