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“From EFL to Content-Based Instruction: what English teachers take with them into the sociolinguistics lecture.”

John Adamson, Ed.D.

Bio: Dr. Adamson is a lecturer at Shinshu Honan College, Tatsuno, Nagano Prefecture, Japan

Abstract

This

paper

describes

the

teaching

of

sociolinguistics

to

Japanese

and

Chinese

2nd

grade students in Language (EFL).

a college in Japan by a teacher trained in It shows how the native speaker EFL

English teacher

as Foreign employs a

methodological combination of teacher transmission and student collaboration as an

effective speakers hybrid is

means to teach using primarily argued as being

this particular content-based subject to non-native English English as the instructional language. This methodological influenced by the teacher’s EFL background towards student

input in the experiences collaboration

lesson, resulting in a syllabus which integrates student beliefs and about the use of language in society and employs multilingual among students in the lecture itself. This version of traditional lecturing

and has

student interaction, termed here as succeeded in, firstly, raising the

“collaborative dialogue” general class level of

(Swain, 2000, p.

97),

comprehension

and,

significantly, lowering anxiety about interaction in class. Additionally, in pooling student input about language use to create a rich, contrastive basic sociolinguistic topics.

it has resulted perspective on

1. Introduction

This paper describes the content-based teaching of sociolinguistics to Japanese and Chinese students at a 2-year college in Japan. Firstly, it briefly outlines the syllabus in terms of its aims, means of evaluation and the rationale for its topic choice. Then it describes the main focus of the paper, that of the methodology chosen to teach the

1

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