English for academic purposes: Teacher development in a demanding arena

Hess, Natalie; Ghawi, Mohammed

doi:10.1016/s0889-4906(96)00020-8

Cited by 6 publications

(4 citation statements)

References 16 publications

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“…Finally, Hess and Morton (1996) and Hess and Ghawi (1997) report an interesting modification of the standard adjunct model which typically links a language course and a content course. In this training model at the University of Arizona, three courses, an advanced ESL course, a content course (American history or English literature), and a graduate course in methodology for English for Specific Purposes are joined.…”

Section: Impact On Teacher Training Practicesmentioning

confidence: 99%

Trends and Issues in Content-Based instruction

Snow¹

1998

Ann Rev Appl Ling

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In the last two decades, content-based instruction (CBI) has grown by leaps and bounds; it appears across educational levels and under various guises. In foreign language education, immersion education and “content-enriched” Foreign Language in the Elementary School (FLES) are popular examples. Sheltered classes and thematic curricula are two variations commonly found in ESL settings. The degree of language and content integration which underlies these various program types is perhaps best captured by means of a continuum.

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Section: Impact On Teacher Training Practicesmentioning

confidence: 99%

Trends and Issues in Content-Based instruction

Snow¹

1998

Ann Rev Appl Ling

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“…In the field of content-based language education, preservice and inservice training of language and content teachers for different teaching situations have been urged or developed (Brinton, Crandall, Kaufman, Snow, & Stoller, 1998;Brinton, Snow, & Wesche, 1989;Gomez, 1995;Hess & Ghawi, 1997;Hones &Gee, 1993/1994Jameson, 1996;Kaufman, 1997;Kaufman & Brooks, 1996;Master, 1992;Peterson, 1997;Short, 1991b;Snow, 1992Snow, , 1997Snow & Kamhi-Stein, 1996;Tricamo & Snow, 1995). These training programs were designed to achieve a wide range of purposes including orienting and socializing new teachers to an institution and its policies, a specific teaching situation, a particular curriculum, and expectations about research.…”

Section: Preservice Training In Content-based Methodology: Past Efforts and Key Elementsmentioning

confidence: 99%

Professional Training to Develop Content-Based Instruction in Higher Education

Sagliano¹,

Stewart²,

Sagliano³

1998

TESL

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Many TESL professionals have not had training specifically in content-based instruction (CBl) methodology. The lack of professional training in CBl is increasingly problematic as the number of programs adopting some content-based methodology continues to rise. One obvious response to this gap in pedagogical training could be for institutions engaging in CBl to create their own professional orientation programs for experienced faculty members. This article describes one such response at a Japanese university. Drawing on our four years' experience in developing a specific CBI teacher training program, we suggest a number of training points that could be used by teacher trainers to help college faculty to overcome the major hurdles encountered in implementing a CBl approach in higher education.

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“…In consequence, she and others also reject any special teacher education for EAP practitioners. Others have taken issue with this position (Hess and Ghawi, 1997;Holden, 1998), andHyland (2002), specifically, points out that this 'generalist' assumption maintains EAP on the periphery of professionalism. The need for a specific pedagogy (e.g.…”

Section: Arts and Humanities In Higher Education 4(3)mentioning

confidence: 99%

“…The need for a specific pedagogy (e.g. Hess and Ghawi, 1997) and a particular focus for EAP (e.g. McDonough, 1986;Peacock and Flowerdew, 2001) could encourage recognition of its professional nature.…”

Section: Arts and Humanities In Higher Education 4(3)mentioning

confidence: 99%

Credit-Based Discipline Specific English for Academic Purposes Programmes in Higher Education

Melles¹,

Millar²,

Morton³

et al. 2005

Arts and Humanities in Higher Education

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In the UK, North America and Australia, credit-bearing discipline specific English for Academic Purposes (EAP) courses are seen as a challenge to remedial views of English as a Second Language and a key element in revitalizing a profession on the periphery of the institution. However, the EAP field has to confront not only institutional challenges to its acceptability as a discipline but also tensions within the field. In this article we examine the tensions which underpin current and future directions in the field, review the development of credit-based EAP courses in the US, UK and Australia, and illustrate our discussion with a case study from the University of Melbourne. We conclude by arguing that discipline specific credit-based EAP offers promising hope for the future of the EAP discipline in higher education, but that to achieve this end the field and practitioners need to find a position between critique of and accommodation to discipline specific content.

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English for academic purposes: Teacher development in a demanding arena

Cited by 6 publications

References 16 publications

Trends and Issues in Content-Based instruction

Trends and Issues in Content-Based instruction

Professional Training to Develop Content-Based Instruction in Higher Education

Credit-Based Discipline Specific English for Academic Purposes Programmes in Higher Education

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