The Adjunct Model of Content-based Instruction: A Comparative Study in Higher Education in Oregon

Abstract

Content-based instruction (CBI) in all forms is widely used in ESL programs in higher education. The adjunct model of CBI, which links ESL classes to academic content courses, is regarded as an effective way to provide a transition between ESL and academic classes. Considering the growing numbers of limited English proficiency students entering colleges and universities for degree and vocational programs, the adjunct model provides an innovative means for ESL programs to serve these students. This comparative study investigates how adjunct model courses are planned, administered, and taught in eight colleges and universities in Oregon. Telephone surveys were used to locate all the ESL programs that had adjunct courses. In-depth taped interviews with ESL program directors and ESL adjunct teachers investigated selected issues related to adjunct courses. The interviews explored rationale for including adjunct courses in the ESL curriculum, administrative decisions about adjunct courses, the preparation of adjunct course syllabi and teaching materials, the selection and recruitment of content courses, the criteria used to place ESL students in adjunct courses, the cooperation between ESL and content instructors, and the evaluation of adjunct courses. Details of the interviews related to these issues were presented and discussed. The eight schools reported being satisfied with the pedagogy of the adjunct model, but none had collected data to investigate its effectiveness in preparing students for academic classes. Administrative difficulties related to increased financial costs, low enrollments, and registration concerns were reported and led to two schools discontinuing adjunct courses although both still reported satisfaction with its pedagogy. In this study the adjunct model was adapted by Oregon schools to meet the needs of ESL programs and students.