Linking Language and Content Courses to Support Non-Native English Speakers

1. 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

2. Overview • The Context • Terminology • Literature Review • Adjustment Factors • Programming • Linked Courses - Adjunct • Administrative Factors • Course Activities • Assessment Measures

3. The Context • 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

5. Terminology • 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

6. Literature Review – Adjustment Factors • TOEFL scores do not guarantee sufficient competency • 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

7. Literature Review – Programming: Academic/Social • English language fellows • Lecture buddies • Peer partnerships • Supplemental instruction • Content-based courses • Learning communities • Technology supplements

8. Linked Courses - Adjunct • 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 • reading & writing skills • vocabulary • note taking & lecture comprehension • test-taking & study skills • presentation/discussion skills • Collaboration between language and content instructors • Peer tutoring/mentoring

9. Benefits • Linguistic • Psychological • Pedagogical • Collegial

10. Linguistic Benefits • Meaningful language input • Vocabulary recycling • Access to native speakers • Authentic content • Integration of language skills

11. Psychological Benefits • Motivation • Increased interest • Reduced anxiety • Elimination of the artificial separation between language and content courses • Attention to acculturation skills

12. Pedagogical Benefits • Content learning • Development of critical thinking skills • Involvement in academic activities

13. Collegial Benefits • Strengthened relations between ESL and non-ESL instructors

14. 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 Political science Biology Humanities Health Music Psychology International Cultural Studies Sociology Theatre Communications Business Management Economics Astronomy Physical Science Art Linked Courses – AdjunctHistorical Background

15. Administrative Factors • Selecting Suitable Courses • Selecting Content & Adjunct Instructors • Identifying Instructors’ Roles • Determining Course Load • Reserving Seats • Being Prepared for Changes

16. Selecting Suitable Courses • Improve students’ English skills • Address study skill needs • Strengthen mastery of content • Improve course failure rate • Increase retention • Consider enrollment caps & scheduling

17. Selecting Content & Adjunct Instructors • Content Instructors • willingness • interest in/experience with NNES • Adjunct Instructors • experienced • flexible • interest in/knowledge of the content area

18. Identifying Instructors’ Roles • Content Instructors • collaboration • adjust course content • emphasize English • change pedagogical techniques • Adjunct Instructors • language skills vs. content • complementary assignments • needs of course/students

19. Determining Course Load • Content Instructors – no change unless collaboration, extra meetings involved • Adjunct Instructors – attend content course, develop own materials • 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

20. Reserving Seats • 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

21. Being Prepared for Changes • Instructor changes at the last minute • Instructor not identified until the last minute • Time changes • Course cancelled • GE requirements change • Enrollment fluctuations

22. Course Activities • Organize syllabus around objectives • 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

23. Assessment Measures • Adjunct Course Instructor Journals • Informal Student Feedback • Informal Content Course Instructor Feedback • Comments from Across Campus • EIL Advancement Rates • GPA Comparisons

24. Informal Feedback • 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

25. GPA Comparisons

26. Statistics

27. Discussion • Results have varied among semesters • instructors • students – diligence, preparation • Cumulative results • significantly different (p<.05) • political science • humanities • sociology

28. Discussion • 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

29. Future Research • Formal data on student & instructor views • NNES in the GE courses without adjunct support • Students subsequent performance in GE courses

30. Conclusions • Increased validity of ESL instruction for students • Opportunities for collegial interaction • Meaningful language support • Academic success