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Essay example - Linguistic and Academic Needs of Korean ESL Students

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CBI eliminates the artificial separation placed between language and subject matter in most education settings (Brinton, Snow & Wesche, 1989). It is characterized by socially, historically and culturally situated practices (Kern, 2000), using dialogues, graphic signs, paralinguistic behavior and other semiotic systems as text.

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This paper has demonstrated how multi-lingual collaboration in a socio-linguistics course creates an active atmosphere where the discussion and negotiation of content-based meaning or collaborative dialogue in communities of learners have been evaluated as being motivating to the students. It is argued here that such interaction is necessary in the teaching of socio-linguistics, firstly, as the subject-matter in the syllabus is best enhanced by student experiences and perspectives, and secondly, since it raises and sustains the general level of comprehension for potentially challenging themes. The evaluative framework has also contributed to this motivation, since it is based on active participation in this process rather than accuracy alone. This methodologically hybrid approach to teaching and learning is argued, in this case, as being a direct influence from the language-sensitivity and group-work orientation in the EFL training and experiences of the instructor. Future courses must, however, take into consideration the academic culture shock of the demands on students of the interactive lecture which requires students to adopt a student-centered, collaborative learning mode. ...
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