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    Reflections on the place of content-based instruction in a tertiary EAL programme

    Romova, Zina

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    NZSAL2011V017N01_0711-1.pdf (276.0Kb)
    Date
    2011
    Citation:
    Romova, Z. (2011). Reflections on the place of content-based instruction in a tertiary EAL programme. New Zealand Studies in Applied Linguistics. 17(2), 2011
    Permanent link to Research Bank record:
    https://hdl.handle.net/10652/2274
    Abstract
    This paper summarises the observations and reflections of a content-based (CB) practitioner and a language development (LD) specialist (also the researcher and the author of this article) on the use of content-based instruction (CBI) in a semester-long Graduate Certificate in English as an Additional Language (GCert EAL) Programme at a tertiary institution in New Zealand over a three-year period. Although the theme-based CBI model works well in combination with LD courses within the programme, there is an obvious need for regular attention to formal language features in the CB courses. The contention is that the sociocultural view of genre and the genre approach used in LD courses, in conjunction with student collaborations in the process of task-based learning, can serve as both a theoretical and a practical platform for successfully integrating grammar instruction into CB courses. Besides, creating a strategy for consistent collaborations between the teachers of the two suites of courses will enable the students to feel the positive results of the links within their programme of study.
    Keywords:
    content-based instruction (CBI), theme-based model, content and language integration.
    ANZSRC Field of Research:
    130202 Curriculum and Pedagogy Theory and Development
    Copyright Holder:
    Author
    Available Online at:
    http://www.alanz.ac.nz/journal/
    Rights:
    This digital work is protected by copyright. It may be consulted by you, provided you comply with the provisions of the Act and the following conditions of use: Any use you make of these documents or images must be for research or private study purposes only, and you may not make them available to any other person. You will recognise the author's and publishers rights and give due acknowledgement where appropriate.
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