The impact of EAP study on the academic experiences of international postgraduate students in Australia

Terraschke, Agnes; Wahid, Ridwan

doi:10.1016/j.jeap.2011.05.003

Cited by 64 publications

(46 citation statements)

References 16 publications

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“…No matter how enthusiastic policy makers and prospective participants are towards CLIL, a systematic approach is necessary to design, implement and assess the 'L' for language in CLIL, for which the collaboration of ESP/LSP experts can be valuable. Under these circumstances, despite their unequal presence in the curricula, ESP courses provide an opportunity for awareness-raising and for the development of the necessary academic literacies to cope with the demands of CLIL (see Terraschke & Wahid, 2011). However, ESP specialists should design courses that challenge stereotypical views by focusing on specialized discipline content and meeting specific needs.…”

Section: Discussionmentioning

confidence: 99%

The role of content and language in content and language integrated learning (CLIL) at university: Challenges and implications for ESP

Arnó-Macià

Barés

2015

English for Specific Purposes

123

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There has been growing institutional concern over the past 20-25 years about the importance of the internationalization of universities worldwide, which is connected to the use of English as the language of instruction in non-English speaking countries (Coleman, 2006;Ljosland, 2005). Given this move towards English-taught programs in universities with an ESP tradition, the roles of language and content merit further research, specifically their integration, and the lessons which can be learnt from the ESP perspective to adapt to this new situation.Content and Language Integrated Learning (CLIL), which has grown in Europe since the 1990s (Dalton-Puffer, 2007), has been defined as "an educational approach where [content] subjects […] are taught through the medium of a foreign language" to students at all educational levels (Dalton-Puffer, Nikula, & Smit, 2010, p. 1). Some approaches stress the dual integrative focus on content and language, taught by subject specialists or team teaching (Greere & Räsänen, 2008).From the US tradition of Content-Based Instruction (CBI), (Brinton, Snow, & Wesche, 1989), different levels of integration can be distinguished according to (i) whether content is the primary goal of the course under the sole responsibility of the specialist instructor; (ii) whether or not language learning support is included (sheltered model);' (iii) if there is specific language instruction to support content courses through the collaboration of subject-matter and language specialists (adjunct model), and (iv) if the language instructor uses discipline content to teach language (theme-based), similar to Dudley-Evans and St. John's (1998) "carrier content". In turn, these authors identify different types of collaboration that range from cooperation to team-teaching. These are not unproblematic, because content lecturers fear that adapting content to English lower-proficiency learners may result in a "watering down of the content"; or language lecturers may regard supporting other disciplines as "eroding their professional career" (Crandall & Kaufman, 2002, p. 3).In Europe, Greere and Räsänen (2008) propose a classification of CLIL courses ranging from the absence of the integration of language and content to full collaboration between language and discipline specialists: (i) the non-integration model (which they term 'non-CLIL'), involving independent content and language courses (less than 25% of exposure to English in content courses); (ii) the Language for Specific Purposes (LSP)/Discipline Based Language Teaching mode, similar to the theme-based model above (i.e., subject-matter exposure through LSP subjects); (iii) the pre-CLIL model (language/content), which involves LSP courses preparing for content courses (similar to the CBI adjunct model) or contentThe role of content and language in content and language integrated learning (CLIL) at university: Challenges and implications for ESP AbstractIn a context characterized by the increasing presence of CLIL programs in universities with a tradition ...

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Section: Discussionmentioning

confidence: 99%

The role of content and language in content and language integrated learning (CLIL) at university: Challenges and implications for ESP

Arnó-Macià

Barés

2015

English for Specific Purposes

123

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“…Research has examined whether EAP programs fulfill students' needs in preparing them to meet the challenges of mainstream university for graduate studies (Terraschke & Wahid, 2011), undergraduate studies (Cheng & Fox, 2008;Evans & Green, 2007;Tweedie & Kim, 2015), or both gradu-VOLUmE 34, iSSUE 2, 2017 ate and under graduate studies (Dooey, 2010;Floyd, 2015;Fox, Cheng, & Zumbo, 2014). For example, two studies explored post-EAP students' perceptions by interviewing them in their first university term in Australia (Dooey, 2010) and Canada (Tweedie & Kim, 2015).…”

Section: Meeting Students' Needsmentioning

confidence: 99%

“…Learning these academic skills, as Floyd (2015) notes based on an online questionnaire survey of both testing and EAP pathway students, is helpful to all international graduates and undergraduates, regardless of their level of language proficiency. Compared with their peers who entered the university directly by passing an English proficiency test, the EAP students in some Australian universities were found to express more confidence in their academic skills (Dyson, 2014;Floyd, 2015;Terraschke & Wahid, 2011). For example, the EAP students in Terraschke and Wahid's (2011) interview study reported that they used more reading strategies, had a better idea of what was required of them in their courses, and were more satisfied with their progress in writing and content with their university experience as they transitioned to a graduate accounting program.…”

Section: Meeting Students' Needsmentioning

confidence: 99%

An EAP Program and Students’ Success at a Canadian University

Keefe¹,

Shi²

2017

TCJ

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“…This is supported by literature maintaining that, among many factors, listening comprehension is impeded by unfamiliar lexis (Miller, 2014;Rouhi et al, 2014;Terraschke & Wahid, students' academic careers. Other suggestions made by students (N = 27) were that instructors need to be aware of the low level of student comprehension of lectures delivered in English (Rahimirad & Moini, 2015).…”

Section: Students Further Believe That Their Instructors Should Tell mentioning

confidence: 77%

“…Hayati concluded that naturalness of speech matters in listening comprehension. In the same way, Terraschke and Wahid (2011) studied Chinese, Korean and Iranian university students' difficulties in listening to lectures.…”

Section: Literature Reviewmentioning

confidence: 99%

EFL College Students’ Perceptions of the Difficulties of Comprehending Academic English Lectures

Al-Nouh¹,

Abdul-Kareem²

2017

WJER

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The impact of EAP study on the academic experiences of international postgraduate students in Australia

Cited by 64 publications

References 16 publications

The role of content and language in content and language integrated learning (CLIL) at university: Challenges and implications for ESP

The role of content and language in content and language integrated learning (CLIL) at university: Challenges and implications for ESP

An EAP Program and Students’ Success at a Canadian University

EFL College Students’ Perceptions of the Difficulties of Comprehending Academic English Lectures

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