Language Teaching & Learning: English for marine science

Language and scientific professors throughout the United States created a prototype English language course for Marine Science. In August 2000, a collection of unique course materials for college students was completed and put into use. Initial testing findings suggest that courses with prolonged material improve language acquisition, which is encouraging. Both teachers and students have discussed the potential of sustained content in second languages to:

1. Improve ESL language proficiency.
2. Improve academic performance in core courses at American universities.

The theoretical framework and instructional strategies might be modified for sustained topic courses in other languages and core disciplines, even if the vital content for our model was marine science.

Introduction

The oceans' future may depend on how well scientists communicate across linguistic barriers. Oceanographers must operate in international teams and abroad locales as they attempt to understand the large-scale processes taking place in the oceans. However, because they are frequently confined to lab facilities and specialized courses, scientific students in higher education are immobile. According to the Institution of International Education, less than 2% of all students who study abroad each year specialize in the sciences or engineering. The necessity for students who can "function productively in science within a different culture" has been raised by the scientific community more frequently, and science professors have been urged to extend their curricula in response.

An essential multidisciplinary link, similar to a bridge, is a vital exchange component. The Bridge is a unique course that introduces students to ESL and the English language used in marine science. It was intended to be a three-week-long course with intense, sustained content. Its goal is to prepare these students for the language and cultural rigors of studying Marine Science overseas.

The bridge course was developed by an interdisciplinary group of language and science professors from each of the three U.S. partner institutions. Participants were chosen based on their enthusiasm for creating a fresh approach to language instruction that would integrate language learning into the academic discipline of marine science. Most attendees were instructors who would work closely with students from the EU during the student exchange. The team created the learning model and a collection of unique course materials during a curriculum meeting assisted by FIPSE. These resources were used in a pilot course offered in August 2000. Positive preliminary findings from student questionnaires and pre- and post-testing suggest continuous content courses improve language acquisition. Although our model focused on marine science students, the theoretical underpinnings and instructional strategies might be altered and applied to international students entering American degree programs in various academic fields. The methodology can also be modified to provide sustained second-language material to American students preparing to study or work overseas in a particular educational sector.

The Model for Learning

Depending on the desired learning outcomes for both language learning and learning in the core discipline, many of the components unique to the design of a language bridge course will change. However, several fundamental ideas should support the building of the Bridge. Some of these are discussed in the following section as they pertain to the growth of language teaching and the learning knowledge base through "bridge" or continuous content course development.

1. Courses with enduring substance make second language acquisition relevant for university students in disciplines where formal language instruction might not otherwise be encouraged.

2. Learner motivation is increased because students believe the sustained content course in a second language is relevant to their work in the main subject.

3. Learners see their studies from a global perspective where language study is crucial, thanks to discipline-specific course materials.

4. Courses with ongoing content provide students the linguistic freedom to pursue academic and professional endeavors abroad in a particular sector. Thus, courses with consistent material increase the number of bilingual and multilingual professionals in the workforce.

Conclusion

ESL courses with ongoing content allow students to apply their language skills to their primary academic interests. To be ready to study or work abroad, students focus on reading skills, vocabulary building, listening comprehension, and professional writing while studying or working on projects related to their pre-professional interests. Sustained content courses in ESL and other second languages have considerable promise for extending language learning across disciplines, given the growing demand for competent scientists to work in international teams on significant global issues.