Language Diversity & Practice in Higher Education: Can Discipline-Specific Language Instruction Improve Economics Learning

RSpace Repository

Language Diversity & Practice in Higher Education: Can Discipline-Specific Language Instruction Improve Economics Learning

Show full item record

Title: Language Diversity & Practice in Higher Education: Can Discipline-Specific Language Instruction Improve Economics Learning
Author: Williams, Julia; Trimarchi, Angela; Nguyen, Trien
Abstract: In the field of second language acquisition, discipline-specific language instruction is becoming widely known as Content and Language Integrated Learning. This method includes any activity that involves teaching a subject in a second language for the purpose of teaching both the subject content and the language. Research has shown that this two for one approach increases students’ content knowledge and language proficiency in both the short and long terms (Baik & Greig, 2009; Kasper, 1997; Song, 2006). These studies have been conducted using a variety of subjects in combination with several second languages, but the combination of economics and English has not been explored in the literature. Our research involved teaching English as an Additional Language (EAL) to international students taking an introductory economics course. Ten voluntary participants completed pre- and post-treatment assessments as well as exit interviews. Assessment results indicate that vocabulary instruction is correlated to success in economics although reading strategy instruction did not have the same impact.
URI: http://celt.uwindsor.ca/ojs/leddy/index.php/CELT/article/view/3414
http://hdl.handle.net/20.500.11895/11
Date: 2012


Files in this item

Files Size Format View Description
3414-7747-1-PB.pdf 721.8Kb PDF View/Open language

This item appears in the following Collection(s)

Show full item record

Search RSpace


Advanced Search

Browse

My Account

About and FAQ