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English as a second language instruc...

The George Washington University., Education and Human Development.

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English as a second language instructional approaches for college-level coursework and academic writing: A survey of program directors in institutions of higher education in the United States.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	English as a second language instructional approaches for college-level coursework and academic writing: A survey of program directors in institutions of higher education in the United States./
Author:	Todd, Andrea Christine.
Description:	241 p.
Notes:	Adviser: Joel Gomez.
Contained By:	Dissertation Abstracts International69-07A.
Subject:	Education, Bilingual and Multicultural. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3315751
ISBN:	9780549671985

English as a second language instructional approaches for college-level coursework and academic writing: A survey of program directors in institutions of higher education in the United States.
Todd, Andrea Christine.

English as a second language instructional approaches for college-level coursework and academic writing: A survey of program directors in institutions of higher education in the United States. - 241 p.

Adviser: Joel Gomez.

Thesis (Ed.D.)--The George Washington University, 2008.

The English as a second language (ESL) literature provides strong theoretical support for the use of content based instruction for teaching ESL (CBI-ESL) at the higher education level, and previous studies have shown it to be one of the most prevalent instructional approaches. However, national studies surveying instructional approaches used for teaching ESL at U.S. institutions of higher education are over a decade old. Proceeding from this gap in the literature, the current study employed an original web-based survey to answer the research question: To what extent is the CBI-ESL instructional approach used in ESL programs at U.S. institutions of higher education enrolling international students?

ISBN: 9780549671985Subjects--Topical Terms:

626653
Education, Bilingual and Multicultural.

English as a second language instructional approaches for college-level coursework and academic writing: A survey of program directors in institutions of higher education in the United States.
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100 1 $a Todd, Andrea Christine. $3 1024647
245 1 0 $a English as a second language instructional approaches for college-level coursework and academic writing: A survey of program directors in institutions of higher education in the United States.
300 $a 241 p.
500 $a Adviser: Joel Gomez.
500 $a Source: Dissertation Abstracts International, Volume: 69-07, Section: A, page: 2636.
502 $a Thesis (Ed.D.)--The George Washington University, 2008.
520 $a The English as a second language (ESL) literature provides strong theoretical support for the use of content based instruction for teaching ESL (CBI-ESL) at the higher education level, and previous studies have shown it to be one of the most prevalent instructional approaches. However, national studies surveying instructional approaches used for teaching ESL at U.S. institutions of higher education are over a decade old. Proceeding from this gap in the literature, the current study employed an original web-based survey to answer the research question: To what extent is the CBI-ESL instructional approach used in ESL programs at U.S. institutions of higher education enrolling international students?
520 $a Quantitative data were analyzed from the survey responses of program directors selected through a random sample of institutions enrolling a minimum of 150 international students. Although the low response rate limits generalizability, analysis of the responses of 92 program directors indicate that, for this group, CBI is the most commonly used instructional approach in their ESL programs, and that it is used at all levels of proficiency and for a wide variety of disciplines. No statistically significant relationship was discovered between the CBI instructional approach and program director satisfaction with oral language performance. No statistically significant relationship was found between instructional approaches for writing and program director satisfaction with written language performance.
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650 4 $a Language, General. $3 1018089
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710 2 $a The George Washington University. $b Education and Human Development. $3 1018508
773 0 $t Dissertation Abstracts International $g 69-07A.
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