ERIC Number: ED367171
Record Type: RIE
Publication Date: 1992-Dec
An Integrated Approach to ESL Teaching.
De Luca, Rosemary J.
A University of Waikato (New Zealand) course in English for academic purposes is described. The credit course was originally designed for native English-speaking students to address their academic writing needs. However, based on the idea that the writing tasks of native speakers and non-native speakers are similar and that their writing deficiencies are not significantly different, the course was open to learners of English as a Second Language. Early in the course, students complete a diagnostic writing assignment and initial writing exercises follow the pattern of the diagnostic assignment, drawing on students' personal experiences. Academic discourse is then introduced into instruction, along with strategies of invention, editing and proofreading, details of conventional usage, and genre. In 1992, when non-native speakers were first enrolled in the course, a study was undertaken to test the idea that the two groups could be successfully integrated in the course. Subjects were 33 non-native speakers, of varied linguistic backgrounds, and 65 native speakers of English. Performance of the groups on the initial diagnostic assignment, course work, and final examination was compared. Results indicate that in general, native speakers attained higher grades but non-native speakers showed significant gains. However, a specialized course for non-native speakers is recommended. (MSE)
Publication Type: Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A