ESL students' use of academic skills in content courses

Research output: Contribution to journalArticle

22 Citations (Scopus)

Abstract

The recent emphasis on content-based ESL instruction is motivated by research showing that English proficiency does not correlate with academic success. Case studies of fifteen ESL students in content classes with native English speakers suggest that one reason for this lack of success is that the ESL students lack effective academic skills. The students in the case studies showed a wide variety of strategies for taking notes, reading, using dictionaries, speaking in class, and personal organization. Both effective and ineffective strategies were used. When the students were given assignments for which they lacked adequate background knowledge or academic skills, they adopted coping strategies for completing their assignments without fully understanding the material. The case studies suggest that academic skills are best taught in connection with authentic content material, so an experimental precourse was set up in which college students in a theme-based ESL course attended an undergraduate linguistics course for three weeks. An analysis of the students' quizzes, papers, and other materials suggests that such a course is an effective way to teach academic skills.

Original languageEnglish (US)
Pages (from-to)67-87
Number of pages21
JournalEnglish for Specific Purposes
Volume9
Issue number1
DOIs
StatePublished - 1990
Externally publishedYes

Fingerprint

student
lack
quiz
academic success
dictionary
ESL Students
speaking
coping
instruction
linguistics
organization
Assignment
Teaching
Coping Strategies
English Proficiency
Dictionary
English Speakers
Note-taking
College Students
Background Knowledge

ASJC Scopus subject areas

  • Language and Linguistics
  • Education
  • Linguistics and Language

Cite this

ESL students' use of academic skills in content courses. / Adamson, H Douglas.

In: English for Specific Purposes, Vol. 9, No. 1, 1990, p. 67-87.

Research output: Contribution to journalArticle

@article{25f8b967362940e4a1d7de7cd48c8732,
title = "ESL students' use of academic skills in content courses",
abstract = "The recent emphasis on content-based ESL instruction is motivated by research showing that English proficiency does not correlate with academic success. Case studies of fifteen ESL students in content classes with native English speakers suggest that one reason for this lack of success is that the ESL students lack effective academic skills. The students in the case studies showed a wide variety of strategies for taking notes, reading, using dictionaries, speaking in class, and personal organization. Both effective and ineffective strategies were used. When the students were given assignments for which they lacked adequate background knowledge or academic skills, they adopted coping strategies for completing their assignments without fully understanding the material. The case studies suggest that academic skills are best taught in connection with authentic content material, so an experimental precourse was set up in which college students in a theme-based ESL course attended an undergraduate linguistics course for three weeks. An analysis of the students' quizzes, papers, and other materials suggests that such a course is an effective way to teach academic skills.",
author = "Adamson, {H Douglas}",
year = "1990",
doi = "10.1016/0889-4906(90)90029-C",
language = "English (US)",
volume = "9",
pages = "67--87",
journal = "English for Specific Purposes",
issn = "0889-4906",
publisher = "Elsevier BV",
number = "1",

}

TY - JOUR

T1 - ESL students' use of academic skills in content courses

AU - Adamson, H Douglas

PY - 1990

Y1 - 1990

N2 - The recent emphasis on content-based ESL instruction is motivated by research showing that English proficiency does not correlate with academic success. Case studies of fifteen ESL students in content classes with native English speakers suggest that one reason for this lack of success is that the ESL students lack effective academic skills. The students in the case studies showed a wide variety of strategies for taking notes, reading, using dictionaries, speaking in class, and personal organization. Both effective and ineffective strategies were used. When the students were given assignments for which they lacked adequate background knowledge or academic skills, they adopted coping strategies for completing their assignments without fully understanding the material. The case studies suggest that academic skills are best taught in connection with authentic content material, so an experimental precourse was set up in which college students in a theme-based ESL course attended an undergraduate linguistics course for three weeks. An analysis of the students' quizzes, papers, and other materials suggests that such a course is an effective way to teach academic skills.

AB - The recent emphasis on content-based ESL instruction is motivated by research showing that English proficiency does not correlate with academic success. Case studies of fifteen ESL students in content classes with native English speakers suggest that one reason for this lack of success is that the ESL students lack effective academic skills. The students in the case studies showed a wide variety of strategies for taking notes, reading, using dictionaries, speaking in class, and personal organization. Both effective and ineffective strategies were used. When the students were given assignments for which they lacked adequate background knowledge or academic skills, they adopted coping strategies for completing their assignments without fully understanding the material. The case studies suggest that academic skills are best taught in connection with authentic content material, so an experimental precourse was set up in which college students in a theme-based ESL course attended an undergraduate linguistics course for three weeks. An analysis of the students' quizzes, papers, and other materials suggests that such a course is an effective way to teach academic skills.

UR - http://www.scopus.com/inward/record.url?scp=0040318687&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=0040318687&partnerID=8YFLogxK

U2 - 10.1016/0889-4906(90)90029-C

DO - 10.1016/0889-4906(90)90029-C

M3 - Article

AN - SCOPUS:0040318687

VL - 9

SP - 67

EP - 87

JO - English for Specific Purposes

JF - English for Specific Purposes

SN - 0889-4906

IS - 1

ER -