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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.

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