Abstract

One of the challenges faced by teachers of content courses is the fact that linguistic complexity of academic writing may not only dampen students’ enthusiasm for the subject, but also prevent them from grasping and articulating ideas with ease. Conversely, deficiencies in background knowledge of the chosen input in a language lesson may render students helpless. In the forthcoming session, we will explore the possibility of addressing this issue through coordinated planning of teaching and learning materials. Samples of different approaches will also be presented for your comments.

Bio Data

Abel Cheung is a Teaching Fellow in the Department of General Education at THEi, where he teaches English for Academic Studies. He holds a Master’s degree in Applied English Linguistics, and his current research interests are the applications of Content and Language Integrated Learning in general education and Self-Access Language Learning. Apart from teaching, he has been involved with second language curriculum development for continuing education in recent years.