ESP AND CONTENT-BASED APPROACH

A foreign language can be learned most effectively when used as

the medium to convey informational content of interest and relevance to the
learner. In other words, a foreign language should be learned in context in
order to enhance the learning gain. Regardless of what specific methodology
used, language teachers and language learners have generally found it much
more desirable if the lesson is presented through meaningful content.
Theorists and practitioners have suggested that contextualizing language
lessons which are organized around structures and functions should start with
the use of authentic texts which are relevant to the learners' foreign/second
language needs - i.e., written or oral texts which were created for a purpose
other than language teaching. Such texts usually provide concrete forms of
structures, functions, and discourse features to be taught. Brinton, Snow and
Wesche (1989) believe that these text features, once identified, can then be
taught at least partially in isolation, with lessons focused on particular
language forms, functions, and patterns. In addition, the informational content
itself provides an effective means for acquisition of the language features it
presents. This content-based instructional approach is an integration of
particular content with language teaching aims.
The main features are the concept of content-based approach itself,
the rationale for content-based language teaching, its relevance to ESP,
models of content-based teaching, and suggestions for content-based
material development.

A. Content-based approach
Since we are dealing primarily with college students, the
content-based instruction refers to the concurrent teaching of academic
subject matter and foreign language skill. In a content-based approach, the
activities of the language class are geared to stimulate students to think and
learn, and communicate through the use of the target language. This
approach naturally integrates the teaching with the four language skills. For
example, it employs authentic reading materials which require students not
only to understand information but to interpret and evaluate it as well. In this
approach, students are exposed to study skills and learn a variety of language
skills which prepare them for the range of academic tasks they will encounter.
 A content-based instructional approach has a number of implications
for language teachers - the teachers are asked to let the content dictate the
selection and sequence of language items, and to truly contextualize their
lessons by using content as the point of departure (Brinton, Snow, Wesche,
1989). Other researchers like Scarcella and Oxford (1992) point out that in
content-based instruction students practice in a highly integrated fashion all
the language skills while participating in activities or tasks that focus on
important content in areas such as science, mathematics, and social studies.
In his pioneering work on content-based language learning, Mohan (1986)
argues that any educational approach that considers language learning alone
and ignores the learning of subject matters inadequate to the needs of these
learners.
In content-based language instruction, the language teacher's
primary goal is to help students develop communicative competence, which
we might define as the ability to use the language effectively, and accurately
in a variety settings, for example, social, academic, and professional, despite
limitations in knowledge. Short (1991), and Mohan (1979) state that the
content-based teacher's secondary goals are to introduce concept and
terminology relevant to the given subject area , to reinforce content-area
information learned elsewhere, and to teach specific learning strategies for
writing, reading, or general study via the means of interesting material.

B. A rationale for content-based language teaching

There are some implicit rationales for integrating the teaching of

language and content in content-based approaches (figure 2). Proponents of
ESP note that in order to enhance successful language learning, the
language syllabus must take into account the eventual uses the learner will
make of the target language. In other words, the focus is on the language
form and functions. Even though learner language needs and interest do not
always coincide, the use of informational content which is perceived as
relevant by the learner is assumed by many experts to increase motivation in
the language course which can promote more effective language learning.
The content-based approaches apply the pedagogical principle that
any teaching should build on the previous experience of the learner, that is
the existing knowledge of the subject matter and their target language
knowledge. Another essential issue in foreign language teaching is that
language should be learned in context rather than in fragmented examples of
correct sentence-level usage. By focusing on the cotextualized use of
language, the learner will be aware of effective use of language, as well as of
the correct grammatical conventions. Based on the input hypothesis theory,
Krashen (1985) suggests that a necessary condition for successful language
learning is that input must be understood by the learner. In addition, the input
should also contain new elements to be acquired so that comprehension can
be accomplished with the help of situational and verbal context. The
associations of form and meaning which are required for successful
communication feed into a developing stock of formal, functional and
semantic relationships as the learners acquires new elements in the
language.
Scarcella and Oxford (1992) believe that content-based instruction is
valuable at all levels, but the nature of the content differs according to student
proficiency level. Snow (1991) emphasizes that content-based second
language instruction generally has strong English for Academic Purposes
(EAP) orientation because the main instructional goal is to prepare
second/foreign language students for the types of academic tasks they will
encounter in school, college, or university.
 Language Forms Content – Based
& Functions Language
Instruction
Comprehensible
Input: i + 1

Learners’ Needs
Contextualized
Language
Learners’ Instruction
Background &
Experiences

Experience
Figure 2: Content-based Instruction

C. ESP and content-based instruction

Content-based instruction means the use of subject matter in
second/foreign language teaching. Subject matter may consist of topics or
themes selected for student interest or need, or it may be very specific, such
as the content course material which students are currently studying. This
approach is in keeping with ESP where the vocational or occupational needs
of the learners are identified and used as the basis for curriculum and material
development.
Obviously ESP courses have always been content-based oriented
and generally involve pragmatic, experience-based instruction, and are aimed
at preparing learners for a real-world demands. ESP courses, as we all know,
are particularly suitable for adult learners with identifiable foreign language
objectives and are a response of academic as well as commercial language
teaching programs to the specialized requirements of college students and
those engaged in business or other occupations. In ESP courses the primary
emphasis has traditionally been on the "what" of language instruction -
language content which reflects the foreign language needs of learners "for
whom the learning of English is auxiliary to some other professional or
academic purposes" (Widdowson, 1983).
ESP courses are possible only when the characteristics, needs, and
purposes of a group of students are relatively homogeneous. Such students
usually serve specific occupations, fields, or level of study. The unifying
feature is that the objectives and language content of each course are defined
according to learners' functional needs in the target language. EAP (English
for Academic Purposes) which prepares students to understand their subject
matters, write papers and for study in English speaking countries are
probably a major subset of ESP courses in the world. ESP courses through
frequent use of authentic materials and attention to the real-life purposes of
the learners often apply a similar methodology to that of other content-based
models in which a major concern is learning language in context.
The above discussion suggests that content-based instructional
approaches can be very effective to teach ESP in college education context
since it fulfills a number of conditions which are found in the literature of
language learning and teaching. Brinton, Snow and Wesche (1989)
characterize those conditions as follows:
a. takes into account the interests and needs of the learners
b. incorporates the eventual uses the learner will make of the target
language
c. builds on the students' previous learning experience
d. allows a focus on use as well as on usage
e. offers learners the necessary condition for second language
f. learning by exposing them to meaningful language in use.
As a matter of fact, all of the conditions mentioned above are the
main concern of any ESP course.
D. Models of content-based instruction
Recently there are some content-based instructional models have
appeared in the teaching scene. However, the ones that provide an
integration of language curriculum with the academic or occupational interests
of students are three common features prototype of content-based models -
theme-based, sheltered and adjunct courses. We will examine the
characteristics which distinguish each of the three models from one another
as follows:
1. Theme-based language instruction
Theme-based, in which the language skills are fully integrated in the
study of a theme, for example, economics, and ecology. The theme must be
of strong interest to students and must allow a wide variety of language forms
and functions to be practiced. Theme or topic-based language courses are
one way to increase the use of subject matter content in language classes. In
such courses, the language class is structured around topics or themes. The
content material presented by the language teacher provides the basis for
language analysis and practice. For example, the topic might be initially
presented as a reading selection, the topic and the vocabulary would then be
recycled in guided discussions, related audio or video material and a writing
assignment. The model usually restricts the topic to a single activity, such as
reading or listening exercise. The materials are usually teacher generated or
adapted from outside sources, and an attempt is often made to integrate the
topic into the teaching of language skills. To ensure the contextualization and
significance, the language syllabus is enriched with language items or
activities. According to Scarcella and Oxford (1992), theme-based instruction
works effectively because the themes are chosen for their relevance,
importance, and interest to students.
2. Sheltered content instruction
Basically, in sheltered content instruction learners are taught the
subject matter and language course work in English that is modified to
students' level of proficiency (Scarcella and Oxford. 1992). Sheltered courses
consist of content courses taught in the target language to segregated group
of learners by a content area specialist. In English speaking countries non-
native speaking students are separated from native-speaking students in
order to place them in the same linguistic boat. Sheltered language courses
assume an institutional framework such as a high school, community college,
or a university in which access to content courses and content teaching staff
proficient in the target language. The instructional materials are carefully
selected for their organization and clarity, the instructor may gears lectures
more closely to the written text and makes certain linguistic adjustments to
allow for students' listening comprehension difficulties.
 Table 3. Distinguishing features of three content-based models
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Theme-based Sheltered Adjunct
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Primary Help student Help student master Help student master
purpose(s) develop L2 content material content material
competence Introduce students
within specific to L2 academic
topic areas discourse and
develop transferable
academic skills
Instructio- ELS course Content course Linked content
nal format and ELS courses

Instructio- Language Content instructor Content instructor

nal respon- instructor responsible for responsible for
sibilities responsible for content instruction content instruction
language and
content instruction Incidental language Language instructor
learning responsible for
language
instruction

Student Nonnative Nonnative speakers Nonnative and

population speakers native speakers
integrated for
content instruction
Nonnative and
native speaker are
separated
for language
instruction

Focus of Language skills Content mastery

Content mastery (in
evaluation and functions content class)
Language skills
and functions
(in lang. class)
______________________________________________________________________________________
(Based on Brinton,Snow,Wasche,1989:19)

3. Adjunct language instruction

In this model student enrolled concurrently in two linked course - a language course and a
content course- with the idea being that the two courses share the content base and complement each other
in terms of mutually coordinate assignments. Both non-native and native speakers of the target language
attend the same lecture. Basically, in this kind of content-based instruction, language and content courses
are linked through instructor and curriculum coordination (Scarcella and Oxford, 1992). In other words, two
separate courses are conducted, but they are carefully linked.
Table 4. Implications of the content-based models
==========================================================
Theme-based Sheltered Adjunct
----------------------------------------------------------------------------------------------------------------------------------------
Setting -Adult schools; -Secondary schools; -Secondary schools;
lang. institutes; colleges and colleges and universities
all other lang. universities
programs

Proficiency -Low to Advanced -Intermediate to -High intermediate to

level L2 high intermediate advanced L2
L2

Curriculum -Topic-based -Content course -Curriculum objectives

(theme-based) syllabus coordinated between
curricular units -Study skills may content and language
integrate all be integrated staffs
four skills into content -Treatment of general
syllabus language skills in addition
to content specific language
skills

Materials -Teacher-develop- -Commercial con- -Content texts

and lectures
ed materials tent texts provide bases for majority
-Commercial ESL selected with of language skills
texts sensitivity to instruction and practice
proficiency level supplemented by teacher-
-Coordination of developed materials and
lectures and commercial ESL texts
readings

Teacher -Language teach- -Content teachers -Language and content

training ers need train- need awareness teachers need training
ing in curricu- of second lang. in curriculum and syllabus
lum/syllabus development design and in materials
design and mate- development
rials development -Training should focus on
curriculum coordination
and team teaching

Adminis- -Release time -Careful select- -Support and remuneration

trative needed to deve- ion on content for extensive coordination
issues lop curriculum/ instructor nd for materials and
materials curriculum design
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(Based on Brinton,Snow,Wesche,1989:22)