Content-Based Language Instruction
Investigating the Effectiveness of the Adjunct Model
Bibliographic Data
| ID | 10817068 |
|---|---|
| Authors | Marguerite Ann Snow (California State University Los Angeles), Donna M Brinton (0000-0002-2558-0801, University of California, Los Angeles) |
| Year | 1988 |
| Volume | 22 |
| Issue | 4 |
| Pages | 553 |
| Publication date | 1988-12-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | TESOL Quarterly (JOURNAL) |
| Journal identifiers | ISSN: 0039-8322 • E-ISSN: 1545-7249 |
| Publisher | JSTOR (PUBLISHER) |
| DOI | 10.2307/3587256 |
| OpenAlex | W2062420648 |
| Language | EN |
| Citations received | 17 |
| References cited | 7 |
This article describes the adjunct model of language instruction, in which English/ESL courses are linked with content courses to integrate better the reading, writing, and study skills required for academic success in the university setting. Following a rationale for the adjunct model and a description of its key features as employed in the Freshman Summer Program (FSP) at the University of California, Los Angeles (UCLA), the findings of two studies carried out at UCLA are presented: (a) former students' evaluation of the program and (b) follow-up interviews with selected ESL students and results of a simulated examination comparing the FSP follow-up students and non-FSP ESL students. The nation's colleges and universities are faced with the mounting challenge of educating a steady stream of underprepared students entering higher education. These incoming students, both from language majority and language minority backgrounds, enter the university lacking the essential skills required to succeed academically, such as the ability to synthesize lecture and text material and to express this information clearly in written assignments and on examinations. Language minority students, in addition to being deficient in academic skills, also may be less proficient in English, thus further limiting their potential for university success. In terms of university admissions, language minority students comprise an ever-increasing segment of the undergraduate population. In the state of California, for example, the number of Hispanic high-school graduates grew from 22,000 in the mid-1960s to 52,000 in the mid-1980s, and the number of Asian high-school
Adjunct · Linguistics · Computer Science · EFL/ESL Teaching and Learning · Multilingual Education and Policy · Philosophy · Psychology · Second Language Learning and Teaching
Sustained Content Language Teaching
Adjunct Language Instruction
Is ESP a success in the Turkish EFL Context
Post-admission standalone undergraduate credit-bearing ESL courses
Effectiveness of Integrating Content and Language Instruction in an EFL Context
Credit-Based Discipline Specific English for Academic Purposes Programmes in Higher Education
Integrating the language skills
Attitudes toward EMI in East Asia and the Gulf
Adjunct instruction in higher education
Collaborations between language and content university instructors
The Academic Listening Task
Transfer of Learning from a University Content-Based EAP Course
Beyond Comprehension Exercises in the ESL Academic Reading Class
Linguistically Responsive Instruction in Corequisite Courses at Community Colleges
Content‐Based Instruction
Selection of a Topic of a Research Proposal of Emerging Academic Writers in a Blended Linked EAP Course
Challenging equivalency in measures of English language proficiency for university admission
| Unique citing works | 17 |
|---|---|
| Citations per year | 0,46 |
| Citation span | 1989 - 2026 (38) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 16 |