Implementing Content-Based ESP Instruction in an EFL Course by Combining a Graded Reader with a Movie: A Case Study Using the Film Apollo 13
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The purpose of this paper is to show how an ‘English Communication’ course for university science and engineering students can incorporate content-based ESP instruction by combining an in-class graded reader with a movie. It describes ways the graded reader/film combination enhances the acquisition of language skills while focusing on the language found in academic or professional settings, and how the language and content of the film can be ‘easified’ to match ELL’s proficiency levels. Also, descriptions are provided of how the EFL instructor can leverage the content of the graded reader and the film to introduce comprehensible input (Krashen, 1982) through ‘realia’ such as graphics, props, and diagrams, which reinforce the acquisition of language skills and academic language. Furthermore, the use of realia takes advantage of ‘multimodality’ in so far as it presents the learner with the opportunity to explore input through a variety of contexts. These contexts, in turn, have the potential to generate exercises, tasks and interactions that foster and support authentic modes of communication. In the final section, three models for ESP teachers are discussed.
Abstract
The purpose of this paper is to show how an ‘English Communication’ course for university science and engineering students can incorporate content-based ESP instruction by combining an in-class graded reader with a movie. It describes ways the graded reader/film combination enhances the acquisition of language skills while focusing on the language found in academic or professional settings, and how the language and content of the film can be ‘easified’ to match ELL’s proficiency levels. Also, descriptions are provided of how the EFL instructor can leverage the content of the graded reader and the film to introduce comprehensible input (Krashen, 1982) through ‘realia’ such as graphics, props, and diagrams, which reinforce the acquisition of language skills and academic language. Furthermore, the use of realia takes advantage of ‘multimodality’ in so far as it presents the learner with the opportunity to explore input through a variety of contexts. These contexts, in turn, have the potential to generate exercises, tasks and interactions that foster and support authentic modes of communication. In the final section, three models for ESP teachers are discussed.
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