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Constructionist Experiential Learner-Enhanced Teaching in English for Academic Purposes

Dietmar Tatzl

This book offers a macrostrategy for teaching English as a foreign language to students in tertiary degree programmes. This teaching strategy has been developed from various methodological currents in higher education and language didactics. The volume provides inspiration, ideas and practical examples for ESP and EAP professionals anywhere in the world and hopes to motivate learners across disciplines. It takes subject-specific requirements into consideration and is a methodology handbook open to the diversity of EAP teaching contexts. It may serve as a textbook in applied linguistics, English studies and teacher education.
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10. Conclusions


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This book has introduced constructionist experiential learner-enhanced teaching as an open and adaptable pedagogic strategy with the purpose of facilitating ESP and EAP instruction in tertiary contexts. It particularly caters for local conditions where language teachers have limited opportunities to integrate content and language instruction for various reasons. Yet it is equally suitable for engendering ideas for collaboration between content and language teachers in ICLHE and EMI settings. In any event, it is meant to serve as a resource book of ideas, tasks, activities and assignments, which tertiary EAP instructors may align with their learners’ needs and their own concepts and practices of teaching.

After a brief literature review and definition of the fields of ESP and EAP, the book discussed disciplinary significance as a central notion on which the subsequent teaching strategy was built. The disciplines tend to form the motivational framework for tertiary language learning (Basturkmen, 2010, p. 11). This means that EAP materials, tasks and scenarios must be grounded in students’ content-area interests and main fields of studies. Since tertiary learners in EFL and ESL settings are first and foremost learners of specialist subject matter, they need the English language as a medium for their studies and as a lingua franca for their future professional careers. As a consequence, their willingness to learn English as a language detached and separated from their subject areas will be very low. Embedding language learning in content disciplines, on the other hand, increases...

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