By Loretta F. Kasper
This e-book is punctiliously designed to notify and educate readers within the strategies of content-based ESL guide and to aid them in constructing and enforcing content-based fabrics and courses acceptable to their academic associations and events. each bankruptcy offers a stability of idea and perform, concentrating on a close description, with transparent examples of lecture room practices together with details, feedback, and educational instruments. each one bankruptcy addresses review matters as they practice to the actual method defined.
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Extra resources for Content-based college ESL instruction
As a result, her dream of earning a college degree was cut short. Page viii Khalid's and Veronica's stories unfortunately are typical of the experiences of many college ESL students. Some of these students have achieved passing grades in ESL courses, yet remain painfully underprepared to deal successfully with the linguistic and academic demands of mainstream college courses. Others never get the opportunity to fulfill their academic goals because they are unable to progress rapidly enough to meet prescribed levels of English language proficiency within set time limits.
Yet, for ESL students to succeed in the academic mainstream, they must be able to do more than identify a vocabulary item, hold a simple conversation, or find the main idea of a reading passage. They must be able to use the English language as a means for acquiring knowledge, in the process engaging in the active analysis, interpretation, critique, and synthesis of information presented in English (Kasper, 1996; Pally, 1997). The Content-Based Model of ESL Instruction Recent studies (Benesch, 1988; Brinton, Snow, & Wesche, 1989; Crandall, 1995; CUNY Language Forum and CUNY ESL Council, 1992; Kasper, 1994, 1997) have provided both empirical and anecdotal evidence demonstrating that content-based college ESL instruction effectively increases students' English language proficiency, teaches them the skills necessary for success in mainstream college courses, and helps to ease their transition from the sheltered ESL program to the academic mainstream.
This dually coded cognitive representation, consisting of both visual and verbal items, improves comprehension (Chun & Plass, 1997) and enables information to quickly become part of the overall knowledge base, so that it may then be used to facilitate the acquisition and comprehension of subsequent information (Kosslyn, 1988). Visual aids, such as graphic organizers, films and videos, and hypermedia technology, help to enhance comprehension and so provide dual support for ESL students' interaction with content-based textual materials.