Relevant bibliographies by topics / Content-based second language instruction

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Content-based second language instruction'

Author: Grafiati
Published: 4 June 2021
Last updated: 11 February 2022

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Journal articles on the topic "Content-based second language instruction"

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Genesee, Fred, and Kathryn Lindholm-Leary. "Two case studies of content-based language education." Journal of Immersion and Content-Based Language Education 1, no. 1 (2013): 3–33. http://dx.doi.org/10.1075/jicb.1.1.02gen.

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This article describes and discusses two case studies of content-based instruction for second language education — foreign/second language immersion for majority language students in Canada and dual language education for minority language students in the U.S. After discussing the rationale for CBI in general, we examine 45 years of research on each program model and provide empirical evidence on a number of important issues, including: students’ proficiency in the two languages used for instruction; non-language academic outcomes; whether age is an important factor in students’ language outcomes; and the relationship between age of first exposure to the second language and outcomes in that language. Two outstanding major issues are discussed at some length; namely, the suitability of these programs for at-risk learners and the need for a coherent model of how best to integrate language and content instruction to maximize second language proficiency without detracting from academic achievement. Suggestions for future directions are provided.
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Arias de la Cruz, Andrés, and Jesús Izquierdo. "Language attention in content-based instruction." Journal of Immersion and Content-Based Language Education 3, no. 2 (2015): 194–217. http://dx.doi.org/10.1075/jicb.3.2.02ari.

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Subject-matter specialists teaching content via a foreign/second language in higher education often exhibit a meaning-based pedagogy, unsystematically attending to inaccurate language. This observational study examined whether two foreign-language-teaching-trained instructors teaching content in English in a Mexican undergraduate program would emulate these instructional patterns, or would attend to language favouring language-and-content-integrated pedagogy. In the study, over 400 instructional episodes, video-recorded during 18 hours of regular-classroom teaching, were analyzed using the COLT observation scheme (Spada & Fröhlich, 1995). Results showed that the foreign-language educators favoured content, erratically attending to inaccurate language during communication breakdowns. Language attention occurred reactively through word translations, lexical-gap scaffolding, and isolated explanations for non-target phonological forms. These instructional patterns may result from the language teachers’ newly assumed content-based instructional roles. To favour language attention during subject-matter teaching, language instructors need training and curricular support that helps them draw on their foreign language teaching experience as they deliver content.
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Gaffield-Vile, N. "Content-based second language instruction at the tertiary level." ELT Journal 50, no. 2 (1996): 108–14. http://dx.doi.org/10.1093/elt/50.2.108.

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Wewer, Taina M. "Good Practices for Primary-Level Content-based Foreign Language Instruction Identified in Finland." Colombian Applied Linguistics Journal 19, no. 2 (2017): 277. http://dx.doi.org/10.14483/22487085.11576.

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This practice-oriented article, also applicable for general foreign and second language instruction, outlines experiences and classroom practices recognized as functional and effective in CLIL (content and language integrated learning) contexts. CLIL can be defined as a comprehensive approach to foreign language teaching because it aims at learning language through various content across the curriculum. Since one of the guidelines in the Finnish basic education is teacher autonomy, the fluctuation in materials, practices and methods is notable. Therefore, there is no sole authenticated model of CLIL implementation, but the practices rather vary significantly from one classroom to another. Furthermore, the extent of the target language (TL) exposure has an impact on the instructional choices as well as the pre-negotiated and defined learning objectives. In most cases, the primary aim is that the child learns to read and write in the mother tongue or the main language of instruction (most often Finnish in Finland), and the target language (in this case English) is gradually and increasingly incorporated into the everyday classroom practice. Hence, instruction is bilingual. Research on foreign language teaching and learning helps to formulate some of the recurring linguistic practices in CLIL classrooms which is important in shaping the language used for social purposes. The integration of language and content and academic language need special attention in CLIL. In a similar manner, assessment of the target language, has to be specifically addressed. I will touch upon all these issues in the three main sections drawing on CLIL instruction with approximately 25% English exposure of total instruction.
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Quintos, Sherrilyn B., Yolanda D. Reyes, Cynthia M. Ronquillo, and Rowell de Guia. "Effectiveness of Online Course in English Using Content-Based Instruction (CBI)." Proceedings Journal of Interdisciplinary Research 3 (October 29, 2016): 49–54. http://dx.doi.org/10.21016/irrc.2016.ju16ef043o.

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As educators realized that in order to successfully complete an academic task, second language (L2) learners have to master both English as a language form (grammar, vocabulary, etc.).There have been different approaches used in the reacquisition of mastery of the English language. One of which is the computer-based instruction. CBI is student-centered. One of its goals is to keep the interest and motives of the students by generating stimulating content instruction and materials, which can be done with the help of computers. The use of computer-based instruction in language learning serves as a tool in facilitating learning. It helps learners to progress at their own pace. This computer-based instruction can be programmed to be interactive and individualized. It can also be in the form of a stand-alone course to enhance or reinforce classroom learning. This kind of interactive learning using online activities to enhance language proficiency helps the teachers to achieve their goals in language learning and at the same time provide comprehensible input from discourse context. Though there are also limitations to this kind of learning but those limitations are expected to be addressed inside the classroom where the teacher is around. With this, research studies about CBI emerged evaluating its effectiveness. This is the second phase of our study, which is an online course using content-based instruction. It is a computer-assisted, interactive platform for English language learning, which targets language skills, such as reading, writing, and grammar using a variety of content-based materials from different sources like science, history, and social sciences. Lessons hosted were planned and developed for 1st-year students of BPSU to pave the way in achieving BPSU’s mission of making its academic offerings and its students globally competitive. The selection of reading texts used as part of the lesson was carefully written as well as adapted to suit the needs of the students. There were 10 lessons available hosted on the site for the students to try and for the researchers to evaluate the course. This was trialed for a month with the control and experimental group. The researchers would like to make an in-depth analysis on the effectiveness of the online courses in English using content-based instruction.
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Francis, Norbert. "Democratic language policy for multilingual educational systems." Language Problems and Language Planning 29, no. 3 (2005): 211–30. http://dx.doi.org/10.1075/lplp.29.3.02fra.

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This article outlines a proposal for evaluating educational policy and planning for multilingual school systems. Often, debates on language policy in education suffer from a restricted perspective that elevates socio-political considerations above all others. Assigning secondary importance to language learning constraints and developmental principles of second language learning renders the discussion incomplete and incoherent. Bilingual instructional models need to be based on current research findings that prioritize both an early introduction of content-based second language instruction (immersion), and the development of higher-order language abilities through a language that children understand.
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Hoecherl-Alden, Gisela. "Connecting Language to Content: Second Language Literature Instruction at the Interrnediate Level." Foreign Language Annals 39, no. 2 (2006): 244–54. http://dx.doi.org/10.1111/j.1944-9720.2006.tb02264.x.

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Ashcraft, Nikki. "Overcoming Language Barriers in Content-Area Instruction." Learning and Teaching in Higher Education: Gulf Perspectives 3, no. 1 (2006): 20–30. http://dx.doi.org/10.18538/lthe.v3.n1.03.

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As new English-medium universities open their doors in the Arabian Gulf andsome Arabic-medium universities switch to using English as the language ofinstruction, instructors in all disciplines face the challenge of teaching theircourses in English to students who have learned (and who are continuing tolearn) English as a foreign language. This article reviews theories and practicesfrom the field of Applied Linguistics and Teaching English as a SecondLanguage (TESOL) which can help content-area instructors understand andreach these learners. Second language acquisition research has produced several concepts ofinterest to content-area instructors. Krashen’s theory of comprehensible inputfocuses on the language used by the instructor, while Swain’s of comprehensibleoutput emphasizes providing opportunities for students to produce language. Cummins differentiates between two types of language proficiency: BasicInterpersonal Communication Skills (BICS), which are needed for dailyinteractions, and Cognitive Academic Language Proficiency (CALP), which isrequired for academic tasks. Interlanguage and first language interference mayalso influence students’ second language production in classroom settings. Specific classroom practices for improving students’ language comprehensionand facilitating content learning are recommended. These include modifyingspeech, using visual aids, utilizing a variety of questioning techniques, andextending the time instructors wait for students to respond. Instructors canemploy strategies, such as mind-mapping and quickwriting, to activate students’linguistic and conceptual schemata at the beginning of a lesson. Scaffoldingprovides structure and support for students to complete tasks until they are ableto realize them on their own. Collaborative/cooperative learning lowers students’affective filters and offers opportunities for participation and language practice. Graphics illustrate some of the suggested practices.
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Lindahl, Kristen, Laura Baecher, and Zuzana Tomaš. "Teacher language awareness in content-based activity design." Journal of Immersion and Content-Based Language Education 1, no. 2 (2013): 198–225. http://dx.doi.org/10.1075/jicb.1.2.03lin.

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With extensive numbers of English learners in public schools worldwide, content-based language instruction (CBI) is prevalent in the preparation of second language (L2) teaching professionals. This study investigated how aspects of Teacher Language Awareness (TLA) manifest as pre-service L2 teachers develop lesson plans for CBI contexts. The authors examined the interplay between three factors: the participants’ perceived utility of their teacher preparation coursework, the participants’ ability to identify language demands in a content-area text, and the types of pedagogical activities participants suggested for subsequent CBI lessons. Descriptive and qualitative data were obtained by combining a survey with a constructed lesson-planning task. Findings yielded paradoxical results pertaining to participants’ perceptions of language-focused coursework and their ability to apply TLA during CBI lesson plan development.
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Spenader, Allison J., Pamela M. Wesely, and Cassandra Glynn. "When culture is content: Applications for content-based instruction in the world language classroom." Language Teaching Research 24, no. 4 (2018): 476–95. http://dx.doi.org/10.1177/1362168818799768.

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Content-based instruction (CBI) is a pedagogical approach used in the second/other language classroom that commits to addressing both language- and content-learning objectives. Scholars have found that, particularly in the planning stages, teachers struggle with achieving that balance (Donato, 2016; Lyster, 2007). This study examines world language (WL) teachers’ planning for CBI via these research questions: (1) When experienced teachers from traditional WL classroom contexts design CBI unit plans, what do these plans reveal about the pathways they take towards CBI in a traditional WL settings? (2) What broader challenges and opportunities related to using CBI in the traditional WL context are revealed? The data sources in this qualitative lesson analysis study are 36 unit plans developed as the final project for a graduate-level course on CBI in one US institution. The three investigators examined the content–language dichotomy and the academic content-cultural content dichotomy in each lesson and identified patterns. The findings reveal that teachers often chose content that was more cultural than academic in nature, and they were challenged by several aspects of relating the language and content objectives. Implications for researchers, teacher educators, and teachers present a broader discussion of CBI as a viable curricular option in WL classrooms.
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Dissertations / Theses on the topic "Content-based second language instruction"

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Wang, Fu-Chuan. "An integration of cognitive academic language proficiency and content-based instruction." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2297.

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Lee, Kwang-Sug. "Concept attainment in mathematics within content-based instruction for secondary English as a second language." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2858.

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The purpose of this project is to provide a useful model, the Concept Attainment Model in Mathematics, which implicates the concept attainment teaching method based on adjunct content-based instruction by using visuals and manipulatives in order to help ESL students be successful for both substantive content areas.
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Nel, Charl. "Content-based strategic reading instruction within a distributed learning environment / Charl Nel." Thesis, North-West University, 2003. http://hdl.handle.net/10394/353.

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Research conducted in South Africa indicates that many South African students who register for undergraduate study each year are under-prepared for university education and that many of these English Second Language students also have low levels of reading ability. This has an adverse effect on their chances of academic success. These students very often become part of the "revolving door syndrome". In order to meet the reading needs of students in the 21" century, educators are pressed to develop effective instructional means for teaching strategic reading at tertiary level. In order to help students acquire the strategic reading abilities deemed necessary for a successful academic experience, the Department of English at Potchefstroom University implemented a content-based strategic reading module. This module was offered to students via Varsite (technology-enhanced aspect of the module); a learning content management system developed at Potchefstroom University. This system provides an integrated environment for developing, managing and delivering learning content. The purpose of this study was to: discuss the structure and format of the content-based strategic reading module as developed and implemented for delivery within a distributed learning environment; determine what the reading comprehension and reading strategy use profile of first-year students at Potchefstroom University looks like; determine whether the students in the experimental group, who completed the strategic reading component of the English for Professional Purposes course in a technology-enhanced environment, attained statistically as well as practically significantly higher mean scores on their end-of-semester English, Communication Studies, and TOEFL reading comprehension tests, than did the students in the control group, who were not exposed to the technology-enhanced environment; determine whether the students in the experimental group differed statistically as well as practically significantly from the students in the control group in terms of their reading strategy use; determine the scope of the reading problem among the first-year students participating in this study; identify the strengths and weaknesses in the reading assessment profiles of one efficient and one inefficient student; make recommendations in terms of the reading support needed by these students; identify the factors that can affect first-year English Second Language (ESL) students' acceptance and use of the technology-enhanced component of a strategic reading module offered via mixed mode delivery; determine which factors can be considered as statistically significant predictors of technology acceptance and use by first-year ESL students; and discuss the implications of the above-mentioned results for the designing of technology-enhanced courses as well as the support that should be given to ESL learners who must use the technology. In this study a combined qualitative and quantitative research method was used. A Dominant-Less Dominant design was used. The qualitative research approach was consistent with naturalistic case study methodology. For the quantitative research component a quasi-experimental non-randomised pre-test post-test control group design was used. The participants in this study included the entire population of one hundred and thirty-one students taking the English for Professional Purposes module. The students included speakers of Afrikaans and Setswana. These students majored in Communication Studies and Psychology. Ten paper-and-pencil instruments were used in this study. In addition to the paper-and- pencil instruments, various qualitative data collection methods were also used, namely semi-structured interviews, e-mail messages, informal conversations and the researcher's field notes. The data were analysed by means of descriptive (i.e., means, standard deviations) as well as multivariate statistics (i.e., Pearson product moment correlations; t-tests; factor analyses; and stepwise multiple regression). The results of the study can be summarised as follows: The strategic reading module of the English for Professional Purposes course was designed for mixed mode delivery. The structure and format of the strategic reading module consisted of an interactive study guide, contact sessions, and Varsite (i.e., a learning content management system). The results indicated that the students who received strategic reading instruction in the technology-enhanced environment received both statistically and practically significantly higher marks on three reading comprehension measures than did the students in the control group. This was true for successful students, as well as for those considered to be at-risk. The post-test results indicated that the students in the experimental group used certain strategies statistically (p<0.05), as well as practically significantly (small to large effect sizes), more often than the students in the control group. An analysis of the reading assessment profiles of the students participating in this study indicated that they experienced problems across all aspects of the reading components assessed (vocabulary, fluency, and reading comprehension and reading strategies). An analysis of the successful student's reading assessment profile indicated that his/her profile was far flatter than that of the at-risk student; the successful student had far fewer ups and downs in his/her profile than the at-risk student (i.e., the majority of the successful student's mean reading assessment scores were scattered around or above the norm/guidelines for first-year students). The results of an exploratory factor analysis indicated that computer self-efficacy, ease of use, enjoyment, outcome expectations, usefulness, and quality of resources were major factors affecting ESL students' acceptance and use of the technology-enhanced component of a strategic reading module. In addition, the results of the multiple regression analysis indicated that approximately 71% of the total variance of Varsite acceptance and use was explained by computer self-efficacy, ease of use, enjoyment, and outcome expectations. Usefulness and the quality of the resources also contributed to the total variance, but the contribution was not statistically significant.<br>Thesis (Ph.D. (English))--North-West University, Potchefstroom Campus, 2004.
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Parry, Juliet M. "Academic content instruction and the high school English language learner : a series of lessons that model an approach to content instruction in science in a multi-level English as a second language high school classroom /." Click here to view full-text, 2006. http://sitcollection.cdmhost.com/u?/p4010coll3,302.

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Tsai, Tzu-Ru. "Innovative literacy content, methods, and assessment in English-as-a-foreign language primary instruction." CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/2878.

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The primary goal of this project is to offer Taiwanese teachers diverse innovative literacy instruction and assessments to motivate students' reading processes. Sample curriculum/lesson plans are included.
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Kitamura, Wakana. "Social cognition-based content instruction for communicative competence in Japanese middle school English." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/43.

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This project demonstrates how English teachers in Japan can conduct purposeful and meaningful lessons for middle school low-intermediate students. The teaching approach used for this project is based on Content-Based Instruction (CBI).
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Johnson, Neil Howard. "Genre as Concept in Second Language Academic Writing Pedagogy." Diss., The University of Arizona, 2008. http://hdl.handle.net/10150/193575.

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The purpose of this action research study is to challenge accepted practice in ESL writing with the implementation of an experimental syllabus informed by a sociocultural approach, specifically Vygotsky's (1987) assertion of the key role that awareness and control of theoretical concepts plays in cognitive development. Following Gal'perin and Davydov, the classroom approach implemented here is essentially concerned with L2 development as the internalization, appropriation and control of conceptual meaning in the context of the goal-oriented activities of teaching and learning. This research and pedagogy calls attention to the importance of the quality and sequence of instruction, in which full and explicit attention is given to an abstract conceptual framework before learners proceed to explore concrete instantiations of the abstract concepts in question.Halliday's (1978) social semiotic understanding of language, text and context was the central concept presented to a mixed ESL and native-speaking composition class, and various activities and exercises were designed in keeping with the principles guiding this 16-week research project. Learners made use of didactic models and verbalization activities, including extensive collaborative writing, as they worked with the concepts and explored the ways in which the target academic discourse reflects Halliday's theory of language in use. These concepts were then applied in the writing of research, re-writing for a new audience, and reflection papers. Writing development was tracked using T-Unit analysis, lexical density measures, rhetorical move analysis and the ratings from three expert raters, who graded the resulting papers for language use, analysis and organization. In analysis, this proficiency development is related to evidence of re-mediated thought as the students collaborate to complete the assigned writing tasks.The findings of three case studies provide general support for the implementation of concept-based instruction and a theoretical and explicit attention to requisite aspects of the target discourse in ESL writing pedagogy. There is clear evidence that the concept-based approach fosters awareness and control over relevant features of the target language necessary for successful participation in academic discourse communities.
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Enbody, Catherine Levander. "Integrating technology into standards-based instruction for second grade English language learners." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2373.

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Rapid growth in the use of technology and the need for education reform resulted in the need for educators to integrate technology and standards-based instruction into their daily lessons. The growing number of students whose first language is not English requires a diverse set of teaching strategies and assessments to provide these students with optimal opportunities for achieving high standards.
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Zhang, Yongfang. "Performance-Based Chinese L2 Reading Instruction: A Spiral Approach." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1253681321.

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Mullen, Anne. "Context-based instruction of the present perfect tense in English second language classrooms." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/mq25686.pdf.

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Books on the topic "Content-based second language instruction"

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Brinton, Donna. Content-based second language instruction. University of Michigan Press, 2004.

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Brinton, Donna. Content-based second language instruction. Heinle & Heinle Publishers, 1989.

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Brinton, Donna. Content-based second language instruction. Newbury House Publishers, 1989.

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Cantürk, Bahar. Explicit grammar instruction: A comparison of comprehension-based and production-based instruction for EFL learners. Anadolu Üniversitesi, 2001.

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Snow, Marguerite Ann. The adjunct model of language instruction: Integrating language and content at the university. Center for Language Education and Research, University of California, Los Angeles, 1988.

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Pasfield-Neofitou, Sarah E. Online communication in a second language: Social interaction, language use, and learning Japanese. Multilingual Matters, 2012.

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Literacy development with English learners: Research-based Instruction in grades K-6. Guilford Press, 2009.

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Content-based college ESL instruction. Lawrence Erlbaum Associates, 2000.

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Empower English language learners with tools from the Web. Corwin, 2010.

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Oliveira, Alandeom W., and Molly H. Weinburgh, eds. Science Teacher Preparation in Content-Based Second Language Acquisition. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-43516-9.

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Book chapters on the topic "Content-based second language instruction"

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Stoller, Fredricka L., and Shannon Fitzsimmons-Doolan. "Content-Based Instruction." In Second and Foreign Language Education. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-02246-8_7.

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Stoller, Fredricka L., and Shannon Fitzsimmons-Doolan. "Content-Based Instruction." In Second and Foreign Language Education. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-02323-6_7-1.

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de Oliveira, Luciana C. "A Language-Based Approach to Content Instruction (LACI) in Science for English Language Learners." In Science Teacher Preparation in Content-Based Second Language Acquisition. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-43516-9_3.

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Brandl, Klaus. "Task-Based Instruction and Teacher Training." In Second and Foreign Language Education. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-02246-8_34.

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Brandl, Klaus. "Task-Based Instruction and Teacher Training." In Second and Foreign Language Education. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-02323-6_34-1.

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García, Próspero N. "Concept-Based Instruction." In The Routledge Handbook of Sociocultural Theory and Second Language Development. Routledge, 2018. http://dx.doi.org/10.4324/9781315624747-12.

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Compernolle, Rémi A. van. "Concept-Based Pragmatics Instruction." In The Routledge Handbook of Sociocultural Theory and Second Language Development. Routledge, 2018. http://dx.doi.org/10.4324/9781315624747-14.

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Pica, Teresa, Ruth Kanagy, and Joseph Falodun. "Chapter 9. Choosing and using communication tasks for second language instruction." In Task-Based Language Teaching. John Benjamins Publishing Company, 2009. http://dx.doi.org/10.1075/tblt.1.11cho.

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Bardovi-Harlig, Kathleen, Sabrina Mossman, and Yunwen Su. "Chapter 4. Integrating instructed second language research, pragmatics, and corpus-based instruction." In Language Learning & Language Teaching. John Benjamins Publishing Company, 2019. http://dx.doi.org/10.1075/lllt.52.04bar.

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Zhang, Jie, and Xian Zhang. "Concept-Based Instruction of Chinese as a Second Language." In The Routledge Handbook of Sociocultural Theory and Second Language Development. Routledge, 2018. http://dx.doi.org/10.4324/9781315624747-13.

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Conference papers on the topic "Content-based second language instruction"

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Fitriani, Saroh. "Content Based Instruction and its Effect in Teaching Speaking." In Proceedings of the Second Conference on Language, Literature, Education, and Culture (ICOLLITE 2018). Atlantis Press, 2019. http://dx.doi.org/10.2991/icollite-18.2019.32.

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Motloung, Amos, and Lydia Mavuru. "TEACHING LIFE SCIENCES USING SECOND LANGUAGE: HOW DO TEACHERS COPE?" In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end007.

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Language plays a pivotal role in science teaching and learning as it serves as both the medium through which the teachers and learners think and also communicate in the classrooms. Science and Life sciences in particular comprises of a unique scientific language register with a lot of technical words and terms borrowed from other languages other than English. Previous researchers acknowledged the difficulty teachers face when teaching science in a language different from their own and that of the learners. Consequently, the current study explored the various ways in which English-second-language Life Sciences teachers taught Life Sciences in order to mitigate language difficulties for themselves and those of their learners. The study was guided by the research question: how does English as a second language influence teacher practices when teaching Life Sciences to grade 12 learners? Using a qualitative research design, six Life Sciences teachers with various levels of teaching experience, two novices, two relatively experienced and two very experienced teachers, were purposefully selected from six different schools. The assumption was that teachers at various levels of experience may have different experiences of teaching the subject in a second language. Each teacher was observed once whilst teaching the same topic to grade 11 Life Sciences learners to establish their teaching practices. Incidences of learner engagement with the content, teacher-learner and learner-learner interactions were captured and scored using the Reformed Teaching Observation Protocol rubric. Lesson observations were suitable for data collection as they allowed the researcher to examine even non-elicited behaviour as it happened. The findings indicated that language difficulties were prevalent and affected both teachers and learners in engaging with the concepts at hand. For instance, most of the teachers whether experienced or not, struggled to explain and elaborate vital Life Sciences concepts in a comprehensible manner due to lack of proficiency in the language of instruction. The teachers mostly utilised code-switching as it enabled them to explain and elaborate scientific terms and processes in both English and their home languages. Because learners were allowed to express themselves in their home languages, the level of interaction also increased. In addition, teachers used transliteration and demonstrations as teaching strategies that also reduced the challenges of using English as a medium of instruction. The study informs both pre-service and in-service teacher development programmes.
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Williams, Norman, John Beachboard, and Robert Bohning. "Integrating Content and English-Language Learning in a Middle Eastern Information Technology College: Investigating Faculty Perceptions, Practices and Capabilities." In InSITE 2016: Informing Science + IT Education Conferences: Lithuania. Informing Science Institute, 2016. http://dx.doi.org/10.28945/3449.

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The expanding role of English as an international lingua franca has had considerable effects on higher education (HE) provision around the world. English has become the medium of choice for African HE, and its position as a medium of instruction in the Europe and Asia is strengthening (Coleman, 2006; HU, 2009). English-medium tertiary education is also commonplace in the Middle East including the United Arab Emirates (UAE), the context of the present study, where the vast majority of courses at university-level are conducted in English (Gallagher, 2011). The increasing use of English-medium programs presents particular challenges for content-area faculty who are in effect called upon to provide disciplinary instruction to students who may not be adequately language proficient. Furthermore, discipline-specific faculty may find themselves sharing responsibility to further develop their students’ English language proficiency. Information technology related schools face unique challenges. A significant majority of IT faculty come from computer science/engineering backgrounds and speak English as a second or third language. Most courses emphasize the development of technical skills and afford relatively few opportuni-ties for writing assignments. While exploratory in nature, the study proposes to identify and evaluate practices that can help IT colleges better develop their students’ proficiency in English.
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Shi, Yunlin. "Literature review of Strategy Based Instruction (SBI) development in Teaching English as Second Language(TESOL)." In 2017 3rd International Conference on Economics, Social Science, Arts, Education and Management Engineering (ESSAEME 2017). Atlantis Press, 2017. http://dx.doi.org/10.2991/essaeme-17.2017.52.

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Behnke, Gregor, Marvin Schiller, Matthias Kraus, et al. "Instructing Novice Users on How to Use Tools in DIY Projects." In Twenty-Seventh International Joint Conference on Artificial Intelligence {IJCAI-18}. International Joint Conferences on Artificial Intelligence Organization, 2018. http://dx.doi.org/10.24963/ijcai.2018/844.

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Novice users require assistance when performing handicraft tasks. Adequate instruction ensures task completion and conveys knowledge and abilities required to perform the task. We present an assistant teaching novice users how to operate electronic tools, such as drills, saws, and sanders, in the context of Do-It-Yourself (DIY) home improvement projects. First, the actions that need to be performed for the project are determined by a planner. Second, a dialogue manager capable of natural language interaction presents these actions as instructions to the user. Third, questions on these actions and involved objects are answered by generating appropriate ontology-based explanations.
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Caulfield-Browne, Mark. "Innovations in Teaching: Engineering Drawing and 3D Visualization." In ASME 2004 International Mechanical Engineering Congress and Exposition. ASMEDC, 2004. http://dx.doi.org/10.1115/imece2004-61390.

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A fundamental course offered at The Petroleum Institute (PI) in Abu Dhabi, to all sophomore engineering students, is Engineering Graphics. One of the objectives of the Engineering Graphics course is to equip students with the basic drawing and visualization skills required of competent engineers. With English being a second language, a number of issues in developing such a course had to be addressed: proficiency in the English language, previous drawing experience, 3D visualization skills, judicious and appropriate use of technology. While some of our sophomore students cope adequately with learning in English, many struggle to understand the language used in technical courses. Further, the majority of our students have no prior drawing experience and generally have poorly developed 3D visualization skills. This paper will consider how the learning process can be enhanced through appropriate use of technology. The development and delivery of an innovative, bespoke Engineering Graphics and 3D Visualization course will be presented. The course concentrates on developing visualization skills by providing a web-based, independent-learning component. Interactive multimedia resources were developed to accompany the sketching part of the course. The 3-dimensional sketching examples given in the course notes were modeled using the CAD software the students would learn later in the course. It was anticipated that, by providing these powerful visualization tools, students would intuitively understand the concepts even without previous exposure to Engineering Graphics or fluency in the language of instruction. In this paper, the course structure will be presented, our findings will be outlined and recommendations discussed.
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"Transforming a First-year Accounting Course Using a Blended Learning Pathway." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4305.

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[This Proceedings paper was revised and published in the 2019 issue of the journal Issues in Informing Science and Information Technology, Volume 16] Aim/Purpose: Blended learning can transform students experience and learning in higher education. Although the literature extensively explores benefits of blended learning, limited research exists to provide a detailed design principle for implementing instructional activities in blended courses and its usage as tool to influence learning outcomes for second language first year accounting learners. Background: The objective of this study is to find out how the learning experience of students was impacted and by designing and implementing blended learning and connectivity between online and face-to-face learning. This paper reviews the challenges and benefits of blended learning and highlights teachers’ and students’ perceptions on the impact of the connectivity of online and face-to-face activities on students’ learning. Methodology: Data was collected from students enrolled in the course using an open-ended questionnaire. There were 220 respondents, representing a response rate of 65%. Data was extracted from the online learning data and grade center. Teachers’ experiences and observations were also noted. The survey results were analyzed using content analysis. Contribution: Research focusing on blended learning design and implementation is limited, and there is no one size fits all when it comes to blended learning. Consequently, this paper contributes to the discussion by highlighting how second language, first-year accounting students benefit from blended learning and the connectivity between online and face-to-face activities. Increased flexibility for learners appears to be one of the most cited rationale for the combination of traditional with online instructional methods, however, this study evaluates blended learning as a tool for transforming the learning experience of second language, first year accounting students. Findings: Findings show that students benefit from blended learning, and connectivity between online and in-class activities allows students to exploit the advantages of both online and face-to-face learning. Students can see the relevance of what they are doing online and how that contributes to their in-class activities and, hence, are motivated to complete the activities. Recommendations for Practitioners: Educators should use a well-designed blended learning pathway to empower students to be in charge of their learning. Placing materials online creates more and better opportunities for engaging students in class. Institutional support is important when implementing blended learning. Recommendations for Researchers: There is a need for more studies on blended learning design and implementation. Future researchers may carry out more studies on how blended learning design affects student engagement and learning for second language learners in other courses. Impact on Society: A blended learning pathway would greatly benefit second language learners to learn better and empower them to be more independent as a self-directed learner who is able to utilize their time wisely. Community of practice is an excellent platform to encourage teaching teams to work together and create innovative teaching and assessment materials. Future Research: Future studies may carry out the study using other methods for example quantitative surveys and interviews to get a deeper understanding of both students and teachers’ perceptions and experiences.
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Henriques, Ana. "CONTENT BASED INSTRUCTION IN THE FOREIGN LANGUAGE CLASSROOM: CHALLENGES AND BARRIERS IN THE CONTEXT OF AN AMERICAN PUBLIC SCHOOL OF THE STATE OF MASSACHUSETTS." In International Conference on Education and New Developments. inScience Press, 2019. http://dx.doi.org/10.36315/2019v2end026.

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Reed, Shad A., Bret P. Van Poppel, and A. O¨zer Arnas. "An Undergraduate Fluid Mechanics Course for Future Army Officers." In ASME/JSME 2003 4th Joint Fluids Summer Engineering Conference. ASMEDC, 2003. http://dx.doi.org/10.1115/fedsm2003-45422.

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The mission of the United States Military Academy (USMA) is “To educate, train, and inspire the Corps of Cadets so that each graduate is a commissioned leader of character committed to the values of Duty, Honor, Country; professional growth throughout a career as an officer in the United States Army; and a lifetime of selfless service to the nation.” [1] The academic program at the USMA is designed to meet the intellectual demands of this mission statement. One very unique aspect of this academic program is the requirement that each cadet take a minimum of five engineering courses regardless of his or her major or field of study. Because of this requirement, nearly one-third of every graduating class take Fluid Mechanics. The Fluid Mechanics course taught in the USMA’s Department of Civil and Mechanical Engineering differs from others throughout the country for two primary reasons: 1) Within every class there is a mixture of cadets majoring in engineering and those who are in other majors, such as languages, history, and political science, 2) Each cadet will be commissioned as a Second Lieutenant in the United States Army immediately upon graduation, [2] and [3]. In this course cadets learn about fluid mechanics and apply the principles to solve problems, with emphasis placed upon those topics of interest to the Army and Army systems that they will encounter as future officers. The course objectives are accomplished through four principal methods. The first is through engaging, interactive classroom instruction. Cadets learn about the principles of fluid statics, conservation laws, dimensional analysis, and external flow; specialized topics, such as compressible flow and open channel flow have also been integrated. The second method is through hands-on laboratory exercises. Pipe friction, wind tunnels, and smoke tunnels are examples of laboratories in which cadets take experimental measurements, analyze data, and reinforce concepts from the classroom. The third method occurs in the “Design of an Experiment” exercise. In groups, cadets design their own experiment—based upon an Army parachutist—that will predict the coefficient of drag of a parachute system. The fourth method is a hands-on design project that culminates in a competition. In teams, cadets build a water turbine to lift a weight on a pulley from ground level to a designated height. Competition categories include the torque competition, in which maximum lifted weight determines the winner and the power competition judged by minimum time to lift a designated weight. This project, implemented within the curriculum prior to formal instruction on the design process, requires cadets to develop their own design process through analysis, experimentation, and trial and error.
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Wasfy, Ayman M., Tamer M. Wasfy, Hazim El-Mounayri, and Daniel Aw. "Web-Based Multimedia Lecture Delivery System With Text-to-Speech and Virtual Instructors." In ASME 2005 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2005. http://dx.doi.org/10.1115/detc2005-84692.

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A web-based multimedia lecture delivery system is presented. The system provides natural-language instruction with synchronized: naturally sounding text-to-speech, written highlighted text, and animated 2D and 3D graphics. A near-photorealistic animated human avatar can present the lecture with synchronized gestures and lip-synching. The course is presented using a hierarchical structured outline. The learner can ask the virtual instructor questions using natural-language speech or typed text. The instructor first tries to answer the question from the course content. If no information is found then a web search is performed. The key elements of the lecture delivery system are: (1) a modular unstructured knowledge-base in which knowledge is stored as HTML or XML “knowledge objects” with embedded multimedia content; (2) a hierarchical rule-based expert system that provides natural-language understanding; (3) a search engine that can provide answers to the learner’s questions from the knowledge-base; (4) natural-language voice-recognition and synthesis; (5) animated human-like virtual instructor; (6) an integrated web-based framework that includes windows for course presentation, outline, speech, photo-realistic animated agent avatar, and other utilities that can be moved and sized according the user’s preference. The application of the lecture delivery system to a sample introductory lecture on CNC milling is presented in order to demonstrate the features of the system.
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Reports on the topic "Content-based second language instruction"

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Hernández, Ana, Magaly Lavadenz, and JESSEA YOUNG. Mapping Writing Development in Young Bilingual Learners. CEEL, 2012. http://dx.doi.org/10.15365/ceel.article.2012.2.

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A growing interest in Two-Way Bilingual Immersion (TWBI) programs has led to increased attention to bilingualism, biliteracy, and biculturalism. This article describes the writing development in Spanish and English for 49 kindergarten students in a 50/50 Two-Way Bilingual Immersion program. Over the course of an academic year, the authors collected writing samples to analyze evidence of cross-linguistic resource sharing using a grounded theoretical approach to compare and contrast writing samples to determine patterns of cross-linguistic resource sharing in English and Spanish. The authors identified four patterns: phonological, syntactic, lexical, and metalinguistic awareness. Findings indicated that emergent writers applied similar strategies as older bilingual students, including lexical level code-switching, applied phonological rules of L1 to their respective L2s, and used experiential and content knowledge to write in their second language. These findings have instructional implications for both English Learners and native English speakers as well as for learning from students for program improvement.
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