USING CBI, SFL AND CEAP TO INTEGRATE CONTENT AND LANGUAGE LEARNING IN A HIGHER EDUCATION CONTEXT

Writing in and across Disciplines

USING CBI, SFL AND CEAP TO INTEGRATE CONTENT AND LANGUAGE LEARNING IN A HIGHER EDUCATION CONTEXT

Taryn Bernard

General Linguistics Department, Stellenbosch University, South Africa

This paper reports on a project developed to integrate disciplinary content and language skills on the extended degree programme (EDP) at Stellenbosch University. The project drew on three theories widely applied in the English for Specific Academic Purposes (ESAP) literature: content­based instruction (CBI), systemic functional linguistics (SFL) and critical English for academic purposes (CEAP). Schleppegrell, Achugar & Oteiza (2004) and Schleppegrell & de Oliveria (2006) have shown how CBI and SFL perspectives can be combined to simultaneously develop knowledge of content and language skills of students in secondary school contexts; however, there is little research to show the impact of these theoretical approaches in a higher education (HE) contexts. I argue that in such contexts, the combination of CBI and SFL has immense pedagogical value which can be added to by drawing on ideas developed in CEAP. In considering how power relations and social practices are embedded in academic texts, HE language practitioners can raise students’ awareness of the social value of their discipline and offer a fresh perspective on how disciplinary content often relies on linguistic skills.

References

Schleppegrell, M.J., Achugar, M. & Oteiza, T. 2004. The grammar of History: enhancing content­based instruction through a functional focus on grammar. ​ TESOL Quarterly​ 38 (1): 67­93.

Schleppegrell, M. & de Oliveira, L.C. 2006. An integrated language and content approach for history teachers.

Journal of English for Academic Purposes​ 5 (4): 254­268.