Linking Language and
Content Courses to Support
Non-Native English
Speakers
19th International Conference on
The First-Year Experience
July 24-27, 2006
Toronto, Ontario, Canada
Dr. Maureen Andrade
Brigham Young University Hawaii
Overview
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The Context
Terminology
Literature Review
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Linked Courses - Adjunct
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Adjustment Factors
Programming
Administrative Factors
Course Activities
Assessment Measures
The Context
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Private, religiously-affiliated, 4-year undergraduate
2,400 students - 50% international/ESL
70 countries - Asia, South Pacific
Admitted with a minimum TOEFL score of 475
Tested for enrollment in credit-bearing EIL courses
Terminology
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NNES/NES – nonnative/native English speaker
CBI – content-based instruction; language
skills practiced in the process of studying a
content area (theme-based, sheltered, adjunct)
Adjunct – concurrent enrollment in a content
course and a language course
Content Course – subject area/discipline
International Students – temporary student visa
status; English not the first language
L1/L2- first language/second language
ESL – English as a second language
EIL – English as an international language
Literature Review –
Adjustment Factors
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TOEFL scores do not guarantee sufficient
competency
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Difficulties understanding lectures & reading materials,
completing writing assignments, taking tests
More time needed to complete assignments and tests
Vocabulary & native-speaker discourse challenging
Sensitivity to language ability or cultural
background may hinder class participation, social
interaction
Excellent English skills/education levels by
standards of home countries
Level of formality/classroom customs
Financial pressures
Literature Review –
Programming: Academic/Social
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English language fellows
Lecture buddies
Peer partnerships
Supplemental instruction
Content-based courses
Learning communities
Technology supplements
Linked Courses - Adjunct
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ESL students concurrently enrolled in a a
content course (academic subject) and a
language course (adjunct)
ESL instructor attends content course &
identifies language skills needed by students
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reading & writing skills
vocabulary
note taking & lecture comprehension
test-taking & study skills
presentation/discussion skills
Collaboration between language and content
instructors
Peer tutoring/mentoring
Benefits
Linguistic
 Psychological
 Pedagogical
 Collegial
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Linguistic Benefits
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Meaningful language input
Vocabulary recycling
Access to native speakers
Authentic content
Integration of language skills
Psychological Benefits
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Motivation
Increased interest
Reduced anxiety
Elimination of the artificial separation
between language and content courses
Attention to acculturation skills
Pedagogical Benefits
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Content learning
Development of critical thinking
skills
Involvement in academic activities
Collegial Benefits
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Strengthened relations between ESL
and non-ESL instructors
Linked Courses – Adjunct
Historical Background
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Offered first adjunct
course as a pilot in
1992
Asked for 15 seats in
a content course;
permission for ESL
instructor to attend
Released time for
ESL instructor
Piloted 3 different
courses, different
ESL/content teachers
before adopting
Introductory level
general education
courses
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Political science
Biology
Humanities
Health
Music
Psychology
International Cultural Studies
Sociology
Theatre
Communications
Business Management
Economics
Astronomy
Physical Science
Art
Administrative Factors
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Selecting Suitable Courses
Selecting Content & Adjunct
Instructors
Identifying Instructors’ Roles
Determining Course Load
Reserving Seats
Being Prepared for Changes
Selecting Suitable Courses
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Improve students’ English skills
Address study skill needs
Strengthen mastery of content
Improve course failure rate
Increase retention
Consider enrollment caps &
scheduling
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Content Instructors
willingness
 interest in/experience
Selecting
Content with
& Adjunct
NNES
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Instructors
Adjunct Instructors
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experienced
flexible
interest in/knowledge of the content area
Identifying Instructors’ Roles
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Content Instructors
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collaboration
adjust course content
emphasize English
change pedagogical techniques
Adjunct Instructors
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language skills vs. content
complementary assignments
needs of course/students
Determining Course Load
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Content Instructors – no change unless
collaboration, extra meetings involved
Adjunct Instructors – attend content course,
develop own materials
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EIL course = 3 credits
2 additional credits first time course is taught
1 additional credit subsequent semesters
if course text/instructor change, additional credit
may be given
Reserving Seats
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Create two sections of the content course –
1 & 1A
40 seat capacity – reserve 20 seats for
section 1 & 20 for 1A; all in the same class
1A section restricted to EIL students
Allows tracking of students & comparisons
Content instructor may prefer to combine
students onto one roll
Being Prepared for Changes
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Instructor changes at the last minute
Instructor not identified until the last
minute
Time changes
Course cancelled
GE requirements change
Enrollment fluctuations
Course Activities
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Organize syllabus around objectives
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note-taking techniques
using a textbook
vocabulary skills
writing skills – writing a performance critique
test-taking skills –multiple choice, short answer,
essay
reading – previewing, increasing speed, study
maps, paraphrasing, skimming
Emphasize applicability of skills across
courses
Provide cultural information
Assessment Measures
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Adjunct Course Instructor Journals
Informal Student Feedback
Informal Content Course Instructor
Feedback
Comments from Across Campus
EIL Advancement Rates
GPA Comparisons
Informal Feedback
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Awareness of the linguistic demands
of university courses
Greater relevance of ESL course
objectives
High interest & motivation
Strong teacher-student bond to learn a
new subject
Effective bridge between ESL course
work and actual university courses
GPA Comparisons
Statistics
Biology
Health
P. Sci.
Hum.
Music
Psych.
Intl. St.
Sociol.
Theater
NonAdjunct Adjunct N
p value
2.74
2.89
3.15
2.87
2.76
2.90
2.76
2.72
3.03
0.240
0.368
0.001*
0.001*
0.210
0.080
0.210
0.036*
0.169
2.64
2.76
2.31
2.39
2.43
2.20
2.43
2.25
2.82
37
8
9
11
7
3
7
8
7
Discussion
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Results have varied among semesters
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instructors
students – diligence, preparation
Cumulative results
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significantly different (p<.05)
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political science
humanities
sociology
Discussion
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Convince administrators of value of the
model
Evidence of student readiness for
mainstream courses
Evidence that ESL instruction needed &
useful
Public relations – other faculty
Consistent results
Possible need to modify some courses
Future Research
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Formal data on student & instructor
views
NNES in the GE courses without
adjunct support
Students subsequent performance in
GE courses
Conclusions
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Increased validity of ESL instruction
for students
Opportunities for collegial interaction
Meaningful language support
Academic success