Integrating listening and reading instruction in EAP programs

Abstract

In the teaching of English for Academic Purposes (EAP), there is growing recognition that second language (L2) learners of English must possess strong listening and reading abilities in order to succeed in university courses. This article compares academic listening and reading experiences, discusses EAP curriculum design principles, suggests alternative strategies for integrated listening-reading instruction in EAP courses, and proposes new directions for materials development. Although many English as a second language (ESL) 1 1 Though there are important differences, this article uses the term ESL as a cover for the teaching of English as either a second or a foreign language. Likewise, the term second language (L2) is used in reference to both foreign language (FL) and L2 instruction. professionals work in programs where listening and reading are taught as separate courses and by different instructors, the article recommends EAP courses of integrated instruction in academic listening and reading. Building upon discussions by Cambourne (1981), Nagel and Sanders (1986), and Smith (1990 1975), it posits a bimodality conception of EAP comprehension/learning with academic listening and reading as its complementary facets. On a very practical level, this concept suggests that ESL instructors experienced in the teaching of academic reading are well placed for gaining increased expertise in the teaching of academic listening. A bimodality conception of EAP comprehension/learning helps focus our efforts as course instructors, curriculum planners, and materials developers charged with preparing L2 learners of English for academic success.