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Content-based English as an additional language (EAL) tutorials were taught to a small group of international students enrolled in first-year introductory economics. Participants completed pre- and post-treatment assessments and exit interviews at project end. Results and interviews indicate perceived gains in both content and language proficiency, with vocabulary development highlighted as critical and reading skills requiring additional time. 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Nguyen\u003Cbr>University of Waterloo, [nguyen@uwaterloo.ca](nguyen@uwaterloo.ca)\u003Cbr>Julia Williams\u003Cbr>Renison University College, University of Waterloo, [julia.williams@uwaterloo.ca](julia.williams@uwaterloo.ca)\u003Cbr>Angela Trimarchi\u003Cbr>Wilfrid Laurier University, angetrim@sympatico.ca\u003Cbr>Follow this and additional works at: [http://ir.lib.uwo.ca/cjsotl_rcacea](http://ir.lib.uwo.ca/cjsotl_rcacea) |  |\n\nRecommended Citation  \nNguyen, Trien T.; Williams, Julia; and Trimarchi, Angela (2015) \"Discipline-Specific Language Instruction for International Students in Introductory Economics,\" The Canadian Journal for the Scholarship of Teaching and Learning: Vol. 6: Iss. 3, Article 7.  \nAvailable at: [http://ir.lib.uwo.ca/cjsotl_rcacea/vol6/iss3/7](http://ir.lib.uwo.ca/cjsotl_rcacea/vol6/iss3/7)  \nDiscipline-Specific Language Instruction for International Students in Introductory Economics  \nAbstract  \nThis paper explores student perceptions ofthe effects of pairing discipline-specific language instruction with the traditional method of course delivery in economics. Our research involved teaching content-based English as an additional language (EAL) tutorials to a small group often international students taking first-year introductory economics courses. These voluntary participants completed pre-and post-treatment assessments with exit interviews at the end of the project. Assessment results and interviews suggest that students perceive that discipline-specific language instruction such as our EAL tutorials assists in the development of increased content and language proficiency. They also believe that vocabulary development is one of the most critical activities to support these goals; reading skills are also important but require more time and commitment than students can afford to give. Despite the students’ interest in the project, their heavy class schedules prevented many from participating; our group was limited to ten students which precludes any assurance of statistical significance. In spite of the limitations, we believe that the project can still contribute valuable qualitative lessons to the literature of content-based language instruction in which the discipline of economics has not been well represented.  \nCette communication explore la manière dont les étudiants perçoivent les effets du jumelage del’enseignement de la langue spécifique à une discipline avec l’enseignement d’un cours d’économie selon laméthode traditionnelle d’enseignement. Notre recherche a porté sur l’enseignement en tutorat de l’anglais langue additionnelle (ALA) fondé sur le contenu à un petit groupe de dix étudiants internationaux inscrits dans des cours de première année d’introduction à l’économie. Ces participants bénévoles ont complété une évaluation avant et après le cours et ont été interviewés à la fin du projet. Les résultats de l’évaluation et lesentrevues suggèrent que les étudiants ont le sentiment que l’enseignement de la langue spécifique à une discipline, tel que nos cours d’ALA en tutorat, les aident à développer une meilleure compréhension du contenu du cours et de la langue. Ils pensent également que l’acquisition du vocabulaire est l’une des activités les plus importantes pour réaliser ces objectifs. Les compétences en lecture sont également importantes mais requièrent davantage de temps et d’engagement que ce que les étudiants sont en mesure de fournir. Malgré l’intérêt des étudiants dans le projet, leur emploi du temps très chargé a empêché plusieurs d’entre eux d’y participer. Notre groupe a été limité à dix étudiants, ce qui écarte toute assurance de signification statistique. Malgré ces limites, nous croyons que ce projet peut malgré tout apporter une contribution qualitative appréciable à la docum","cbCaincJEYteGihs","https://ap.wps.com/l/cbCaincJEYteGihs","pdf",187043,21,"English","# Discipline-Specific Language Instruction for International Students in Introductory Economics\n## Abstract\n## Keywords\n## Study Background","[{\"question\":\"What teaching approach does the paper evaluate?\",\"answer\":\"The study evaluates discipline-specific language instruction paired with traditional delivery of introductory economics, using content-based EAL tutorials.\"},{\"question\":\"How was the project carried out with participants?\",\"answer\":\"A small group of international first-year economics students completed pre- and post-treatment assessments and exit interviews at the end of the project.\"},{\"question\":\"What do students report as most important for improving in the course?\",\"answer\":\"Students highlight vocabulary development as one of the most critical activities, while also viewing reading skills as important but more time- and commitment-intensive.\"}]","Discipline-Specific Language Instruction for International Students in Introductory Economics - Article 7 | PDF",1792081440,53]