Speaking across curriculum in the public university
Bibliographic Data
| ID | 22249777 |
|---|---|
| Authors | Alvin T Dulin (Cagayan State University, corresponding author) |
| Year | 2021 |
| Volume | 5 |
| Issue | S1 |
| Pages | 100-112 |
| Publication date | 2021-07-09 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Linguistics and Culture Review (JOURNAL) |
| Journal identifiers | ISSN: 2690-103X • E-ISSN: 2690-103X |
| Publisher | Scientific and Literature Open Access Publishing (PUBLISHER) |
| DOI | 10.21744/lingcure.v5ns1.1320 |
| OpenAlex | W3185834789 |
| Language | EN |
| References cited | 9 |
This paper presents the status of Language Across Curriculum (LAC) as an approach in developing the speaking skills of the students in a public university, particularly at Cagayan State University. It provides baseline data on how English teachers, content area teachers, administrators and the administrative personnel develop students’ speaking skills in school-based speaking transactions and learning experiences. The study utilizes the descriptive method of research employing survey and comparative techniques supplemented by Focus Group Discussion and actual voice recordings. Findings reveal that LAC is evidently adopted as an approach in developing the speaking skills of students; however, the efforts in carrying this out are not consistent due to lack of a policy requiring the use of English in school-based communications. Both students and teachers assess that students do not receive maximum development of their speaking skills due to limited exposure in the use of English. Trainings and orientation on the role of the school community members, most especially among content-area teachers and administrative personnel and more extensive use of English as a medium of communication in the school are highly encouraged
Communication skills · Curriculum · Focus group · Mathematics education · Medical education · Pedagogy · Political science · Public speaking · Sociology · EFL/ESL Teaching and Learning · Medicine · Multilingual Education and Policy · Psychology · Second Language Learning and Teaching
Role of Extralinguistic Factors in Interlingual Relations
Role of Extralinguistic Factors in Interlingual Relations and Theoretical Issues of Interference
Reconceptualizing the Native/Nonnative Speaker Dichotomy
Professional development on fostering students’ academic language proficiency across the curriculum—A meta-analysis of its impact on teachers’ cognition and teaching practices
Using form-focused tasks to integrate language across the immersion curriculum
Non-native English-speaking teachers, context and English language teaching
Exploring non-native English-speaking teachers' cognitions about corrective feedback in teaching English oral communication
Effects of accent, ethnicity, and lecture topic on undergraduates' perceptions of nonnative English-speaking teaching assistants
Language across the Curriculum
| Citation velocity | historical |
|---|---|
| Highly cited | No |