scholarly journals Notes from the Field: Course Design and Instruction Strategies in Environmental Studies classes for Bilingual Students

2018 ◽  
Vol 4 ◽  
pp. 9
Author(s):  
Ali Brox
Keyword(s):  
International Students ◽  
English Language ◽  
Course Design ◽  
Environmental Studies ◽  
First Year ◽  
Bilingual Students ◽  
Academic Credit ◽  
Language Courses ◽  
Course Sequence ◽  
Instruction Strategies

For the last eighteen months, I have helped design the curriculum and teach a three-course sequence of environmental studies courses created specifically for the Kansas University Academic Accelerator Program. The Academic Accelerator Program (AAP) is an intensive three-term program for first-year international students. Students simultaneously enroll in English-language courses and courses for academic credit. This article describes teaching strategies and assignments that have been effective in the environmental studies course sequence.

scholarly journals Notes from the Field: Course Design and Instruction Strategies in Environmental Studies classes for Bilingual Students

2018 ◽  
Vol 4 (1) ◽  
pp. 9-11
Author(s):  
Ali Brox
Keyword(s):  
International Students ◽  
English Language ◽  
Course Design ◽  
Environmental Studies ◽  
First Year ◽  
Bilingual Students ◽  
Academic Credit ◽  
Language Courses ◽  
Course Sequence ◽  
Instruction Strategies

For the last eighteen months, I have helped design the curriculum and teach a three-course sequence of environmental studies courses created specifically for the Kansas University Academic Accelerator Program. The Academic Accelerator Program (AAP) is an intensive three-term program for first-year international students. Students simultaneously enroll in English-language courses and courses for academic credit. This article describes teaching strategies and assignments that have been effective in the environmental studies course sequence.

scholarly journals BUILDING BRIDGES: AN APPROACH TO THE INTEGRATION OF ENGLISH LANGUAGE EDUCATION IN FIRST-YEAR APPLIED SCIENCE COURSES FOR INTERNATIONAL STUDENTS

2017 ◽  
Author(s):  
Mike Murphy ◽  
Gabriel Potvin
Keyword(s):  
International Students ◽  
Communication Skills ◽  
English Language ◽  
Language Education ◽  
Applied Science ◽  
First Year ◽  
Training Approach ◽  
Language Courses ◽  
Technical Material ◽  
Effective Development

Vantage College at UBC offers innovative specialized first-year programs for international students that integrate core content courses with complementary language education to allow participants to hone their communication skills while meeting regular academic requirements. In the Applied Science stream of the Vantage program, each first-year engineering course is paired with a language enrichment course, and their respective instructors collaborate, tailoring their content and delivery to improve both the learning of technical material and the effective development of communication skills. This paper outlines the partnership between two physical chemistry courses and their linked language courses. Insights into the nature and logistics of this type of collaboration are presented, and the effectiveness of this training approach is evaluated in relation to the students’ mastery of technical content and improvement of English communication skills. Specific challenges and future improvements of the program are also discussed.

Beginning Chinese as a Foreign Language Online Course Design

2016 ◽  
pp. 104-142
Author(s):  
Bailu Li ◽  
Sijia Yao ◽  
Wei Hong
Keyword(s):  
Foreign Language ◽  
Classroom Environment ◽  
Teaching And Learning ◽  
Course Design ◽  
First Year ◽  
Distance Teaching ◽  
Design Development ◽  
Learning Content ◽  
Language Courses ◽  
Virtual Interaction

The explosive worldwide growth of the internet inspired the initial emergence and further implementation of distance teaching and learning in a multitude of areas, including languages (Harasim, 2000; Holmberg et al., 2005; White, 2003, 2006; Blake & Delforge, 2007; Hampel & de los Arcos, 2013). The change from the traditional classroom environment to a more diversified and flexible distance setting has been embraced by many educators, administrators, and students, yet it has also generated doubt and resistance from others. Students may potentially benefit from more efficient uses of multimedia resources with increased critical thinking, communication, and problem-solving skills (Tricker et al., 2001; Felix, 2002; Spangle, Hodne & Schierling, 2002; Levy & Stockwell, 2006). Meanwhile, critics also highlight the potential drawbacks for distance learning students, including isolation from peers, lack of engagement, and insufficient technical support (Shield 2000; Muilenburg and Berge, 2005; Simonson et al., 2009; Berge 1999; Hara and Kling 2000; Bower, 2001; Wang & Chen 2013). This chapter concerns the ways in which distance online learning content can be designed and developed through the utilization of multimedia and cultural-enriched materials for first-year-level College Chinese Foreign Language (CFL) courses. Discussions about employing virtual interaction, including student-content, student-instructor, and student-student interaction in course design and course design development. The chapter will end with discussions of the current challenges and new directions for a better practice of teaching and learning of Chinese language courses at a distance.

scholarly journals First Year Experience: How We Can Better Assist First-Year International Students in Higher Education

2016 ◽  
Vol 6 (1) ◽  
pp. 35-51
Author(s):  
Zi Yan ◽  
Patricia Sendall
Keyword(s):  
International Students ◽  
English Language ◽  
Language Skills ◽  
First Year Experience ◽  
First Year ◽  
Domestic Students ◽  
First Year Students ◽  
College Setting ◽  
Academic Resources ◽  
Quantitative And Qualitative Methods

While many American colleges and universities are providing a First Year Experience (FYE) course or program for their first year students, those programs are not often customized to take into account international students’ (IS) unique challenges. Using quantitative and qualitative methods, this study evaluated a FYE course that was customized for IS in a college setting. Nineteen IS and eight domestic students (DS) who attended FYE classes completed a survey; 18 of the 19 IS were interviewed. Overall, the FYE class was successful in terms of helping IS to familiarize themselves with academic resources and expectations, understanding American culture, making more American friends, and improving their English language skills. Suggestions for future integration of IS into FYE programs are discussed.

scholarly journals WHERE LANGUAGE AND ENGINEERING MEET: FOSTERING EMERGING ENGINEERING IDENTITIES AMONG INTERNATIONAL ENGLISH LANGUAGE LEARNERS

2018 ◽  
Author(s):  
Keely Cook ◽  
Raveet Jacob
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
First Year ◽  
Student Identity ◽  
Specific Content ◽  
Language Courses ◽  
The Impact ◽  
First Lego League ◽  
International English

  Abstract –This paper explores the impact of incorporating discipline-specific content into a university pathways program designed for first-year engineering English language learners.  In an effort to increase feelings of connectedness and encourage the development of student identity for students who must complete the bridging program before beginning full-degree studies, a collaboration with First-Year Engineering, FIRST Lego League and the Engineering IDEAS Clinics began whereby students worked with instructors, professors, and students from the Engineering Faculty as part of their language courses.  Student motivation and sense of faculty connection increased through the integration of these discipline-specific assessments and activities, and, overall the students reflected positively on these experiences.  

scholarly journals Addressing English language needs of Economic Development students in Indonesian context

2021 ◽  
Vol 9 (1) ◽  
pp. 80
Author(s):  
Mercya Christ Sita Dewi ◽  
Lilia Indriani
Keyword(s):  
Economic Development ◽  
English Language ◽  
State Universities ◽  
Survey Method ◽  
First Year ◽  
First Year Students ◽  
Need Analysis ◽  
Economics Students ◽  
Language Courses ◽  
Language Needs

The heart of the study is English for Economics purposes as a branch of English for Specific Purposes (ESP). This study is dedicated to addressing the immediate needs of economics students in English language courses. By employing an explanatory survey method, researchers distributed a self-administrated survey and interviewed five first-year students majoring in Economic Development in one of the state universities in Indonesia. In this study, the researchers attempted to analyze Economic Development students’ target situation, present situation, and learning situation in English courses to prepare them to face global competition. The results revealed that most students admitted that English is essential for their future careers. Thus, they expected English courses should include materials related to their discipline and emphasize more authentic activities. Following the discussion, this need analysis can be a consideration in designing English learning materials for economics students.

scholarly journals The Definition of Specific-Purpose English Language Competences Needed in Border Control and their Development Potentials

2019 ◽  
Vol 18 (5) ◽  
Author(s):  
Judit Borszéki
Keyword(s):  
English Language ◽  
Course Design ◽  
Border Control ◽  
New Approach ◽  
Language Pedagogy ◽  
Eu Member States ◽  
Language Courses ◽  
The Common ◽  
Definition Of ◽  
The Eu

The aim of this series of papers is to present modern methods of linguistics and language pedagogy concerning specific-purpose language competences and, applying them to English for Border Guards (EBG), to describe the English competences to be developed at language courses for border guards in EU member states and to explore the prospects for their improvement. Having discussed the dilemmas and methodology related to the definition of specific-purpose language competences and to needs analyses, indispensable for language course design in the first part of the series, the further parts wish to prove that the ongoing FRONTEX project entitled English Communication for Border and Coast Guards very well illustrates how the new approach to needs analysis methods is used to define the English language skills needed for border control in the EU. The author also presents that, based on the authentic material provided by border guards, the ESP competences needed for their work can be defined according to the categories used in applied linguistics and the Common European Framework of Reference for Languages.Due to the length limits of this paper, this part will only discuss elementary and intermediate (A2/B1) EBG competences.

scholarly journals Online English Language Learning: Theory-Based Course Design and Pedagogy

2017 ◽  
Vol 5 (3) ◽  
pp. 1 ◽  
Author(s):  
Maureen Snow Andrade
Keyword(s):  
Higher Education ◽  
Academic Success ◽  
Language Learning ◽  
Learning Outcomes ◽  
Educational Outcomes ◽  
English Language ◽  
Course Design ◽  
Online Courses ◽  
Content Mastery ◽  
Language Courses

The demand for higher education is increasing worldwide. To meet this demand, and to provide increased access, flexible forms of delivery are needed. Although online courses are criticized for a lack of interaction, when intentionally designed, they can provide learners with opportunities for collaboration that supports the achievement of desired learning outcomes. The latter may focus on only content mastery, however, rather than on specific learner needs. The diverse learners entering higher education institutions today due to widening access often need help with how to learn and particularly how to learn in an online context. Inclusion of this element in course design supports immediate and future academic success. This study illustrates how online English language courses, based on distance education, learning, and language acquisition theories and related pedagogical approaches, can result not only in improved linguistic skill, but also broader educational outcomes. The significance of this approach is its focus on how to learn and how to facilitate learning rather than simply on what to learn. The theoretical framework is introduced followed by application of the theories for course design and illustrations of instructor/learner interaction.

Beginning Chinese as a Foreign Language Online Course Design

2019 ◽  
pp. 2107-2145
Author(s):  
Bailu Li ◽  
Sijia Yao ◽  
Wei Hong
Keyword(s):  
Foreign Language ◽  
Classroom Environment ◽  
Teaching And Learning ◽  
Course Design ◽  
First Year ◽  
Distance Teaching ◽  
Design Development ◽  
Learning Content ◽  
Language Courses ◽  
Virtual Interaction

The explosive worldwide growth of the internet inspired the initial emergence and further implementation of distance teaching and learning in a multitude of areas, including languages (Harasim, 2000; Holmberg et al., 2005; White, 2003, 2006; Blake & Delforge, 2007; Hampel & de los Arcos, 2013). The change from the traditional classroom environment to a more diversified and flexible distance setting has been embraced by many educators, administrators, and students, yet it has also generated doubt and resistance from others. Students may potentially benefit from more efficient uses of multimedia resources with increased critical thinking, communication, and problem-solving skills (Tricker et al., 2001; Felix, 2002; Spangle, Hodne & Schierling, 2002; Levy & Stockwell, 2006). Meanwhile, critics also highlight the potential drawbacks for distance learning students, including isolation from peers, lack of engagement, and insufficient technical support (Shield 2000; Muilenburg and Berge, 2005; Simonson et al., 2009; Berge 1999; Hara and Kling 2000; Bower, 2001; Wang & Chen 2013). This chapter concerns the ways in which distance online learning content can be designed and developed through the utilization of multimedia and cultural-enriched materials for first-year-level College Chinese Foreign Language (CFL) courses. Discussions about employing virtual interaction, including student-content, student-instructor, and student-student interaction in course design and course design development. The chapter will end with discussions of the current challenges and new directions for a better practice of teaching and learning of Chinese language courses at a distance.

scholarly journals English for Doctors: An ESP Approach to Needs Analysis and Course Design For Medical Students

2018 ◽  
Vol 8 (5) ◽  
pp. 205
Author(s):  
Muhammad Arfan Lodhi ◽  
Mahwish Shamim ◽  
Mahwish Robab ◽  
Syed Shahzad ◽  
Abida Ashraf
Keyword(s):  
Medical Students ◽  
English Language ◽  
Course Design ◽  
English Proficiency ◽  
Medical Profession ◽  
Needs Analysis ◽  
Professional Needs ◽  
Language Courses

English is considered a language of communication as well as language of fashion and status in Pakistan. For last some decades, it is being taught in different institutions to meet specified academic and professional needs of learners. As far as medical profession is concerned, doctors need English language during their academic studies as well as in their professional settings. The study investigated the communicative needs of doctors at academic and professional level in survey based research. The data was collected, analyzed and interpreted quantitatively by administering questionnaire among medical students and doctors. The findings revealed that there is huge gap between the acquired competencies of doctors with their desired level of English proficiency skills. Majority of the respondents stressed upon the need to introduce English language courses and workshops for medical students and doctors respectively, so that they may fulfill their communicative needs in effective way.

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