Advertisement

Integrating Content-Based Instruction in a Foundation Program for Omani Nursing Students

  • K. Thomas Baby
Chapter
Part of the English Language Education book series (ELED, volume 15)

Abstract

The General Foundation Program is mandatory in all institutions of higher education in Oman. It seeks to enhance quality and to bring uniformity to tertiary education. English language, information technology, and basic mathematics and science are the common components of the Foundation Program conducted by various higher education institutions in the country. This paper analyzes the different teaching components included in the general foundation course conducted by the Ministry of Health. The purpose of this research is to analyze and evaluate how content-based instruction (CBI) can enhance and promote effective language learning strategies. The first part of the paper presents various theories of CBI and their development while also analyzing the practical implications arising from the actual practice of this method in classrooms. The second part consists of a critical analysis of the components of the Foundation Program in order to determine how CBI can be integrated effectively for enhancing learner competence. This is followed by a comprehensive analysis of the IELTS component in Oman’s Ministry of Health Foundation Program. Finally, an alternative proposal in which CBI plays a predominant role in foundation programs is proposed.

Keywords

Content-based instruction (CBI) General Foundation Program EFL/ESL learners Critical analysis Learner competence 

References

  1. Alejos Juez, T. (2006). Linking language and content: ESL instruction through legal topics. Retrieved from http://www.unizar.es/aelfe2006/ALEFE06/2.%20didactics/46.pdf
  2. Brinton, D., Snow, M. A., & Wesche, M. B. (1989). Content-based second language instruction. Boston: Heinle & Heinle Publishers.Google Scholar
  3. Davies, S. (2003). Content-based instruction in EFL contexts. The Internet TESL Journal, 9(6). Retrieved from http://iteslj.org/Articles/Davies-CBI.html
  4. Ellis, R. (1990). Instructed second language learning. Oxford, UK: Basil Blackwell.Google Scholar
  5. Franson, C., & Holliday, A. (2009). Social and cultural perspectives. In A. Burns & J. C. Richards (Eds.), The Cambridge guide to second language teacher education (pp. 40–46). Cambridge, UK: Cambridge University Press.Google Scholar
  6. Krashen, S. D. (1981). Principles and practice in second language acquisition. London: Prentice-Hall.Google Scholar
  7. Long, M. (1989). Task, group and task-group interactions. University of Hawaii Working Papers in ESL, 8, 1–26.Google Scholar
  8. Musumeci, D. (1997). The role of grammar in communicative language teaching: A historical perspective. Retrieved from http://www.mhhe.com/socscience/

Copyright information

© Springer Nature Singapore Pte Ltd. 2018

Authors and Affiliations

  • K. Thomas Baby
    • 1
  1. 1.Dhofar UniversitySalalahOman

Personalised recommendations