One challenge facing instructors in second language programs today is providing a course that will be challenging and rigorous enough to ensure that students are prepared quickly and appropriately for their content classes at English-speaking universities. Perhaps students will only have one session in an EAP course to work on improving reading and writing to keep up with content for their degrees. Or maybe students need to take two or three classes to achieve an appropriate level of English language mastery to even be admitted into a university. Regardless, the role of the English language teacher in this environment is critical to a learner’s success in a degree program. The most effective teachers will be prepared to provide content that is appropriate and authentic to get learners on the college track and prepare them to meet and exceed expectations in their content programs.
Teachers can only provide such content when there is a clear understanding of what learners need to learn at this level. Students at this level often demonstrate a high degree of oral proficiency and can maintain and extend discourse with native speakers fairly fluently, so teachers often feel that they are already advanced enough to succeed in an L1 setting.
Despite this high degree of proficiency in speaking, these students struggle with reading and writing, especially lengthy, textbook chapter-length readings and writing assignments beyond the five-paragraph essay. The challenges may look similar enough to what teachers already recognize as problems for L2 learners; in other words, it is tempting to say the learners are all high-intermediate or even advanced and design a program accordingly. To do this, though, ignores the difference in proficiency between learners at these more advanced levels and fails to take students to the level they need to successfully survive in an L1 setting where they interact with L1 speakers rather than as part of a classroom where everyone is an L2 learner. In order to develop the ideal program, it helps to first define the differences between our highly skilled learners. Continue reading