Thematic Organization of Instruction for an Adult ESL/EAP Curriculum: A Qualitative Study of an EAP Program
Xiaowei Vicky Liang
University of Calgary
ABSTRACT
The purpose of this qualitative study is to investigate the impact that thematically organized instruction for an English as a Second Language (ESL)/English for Academic Purposes (EAP) curriculum has made on adult learners in an intensive language program and to discover its potential to meet the needs of adult ELS/EAP learners in a Canadian context. Using multiple data sources this study seeks to address the research question: How do adult ESL/EAP learners perceive their English learning experiences in an intense language/EAP program, where thematic organization has been implemented? Using action research meth-odology, the researcher examines the implementation of thematic organization for adult ESL/EAP learners in the EAP program at the University of Calgary from the perspectives of twelve Level 4 students, three instructors, and the program director. The data include class-room observation notes, artifacts of student learning, interviews with students, instructors and the program director, and photographic evidence. Analysis of these data yielded linguis-tic, pedagogical, and psychological themes. The findings and implications of this study are intended to allow educators to use the students’ insights in order to plan in a more informed and grounded manner for an enhanced quality of ESL/EAP programs for EAP adults in the Canadian educational context.
BACKGROUND
Since 1990s, an increasing number of new arrivals who speak English as a Second Language (ESL) have appeared on Canadian campuses to pursue their post secondary degrees. Among these new arrivals there are a significant number who do not meet the English language requirement for university level studies. They need intensive support to develop the level of language proficiency and the study skills required for successful engagement with a university level curriculum (e.g. inquiry-based learning, collaborative/group work/independent research skills, and project-driven class work). Universities across Canada, including the University of Calgary, have responded to this need by offering intensive language programs or English for Academic Purposes (EAP). These EAP programs play a vital role in bridging the language gap and introducing these students to the learning culture of the university. The question of whether these programs are effective in achieving their goals has been under-researched. This study addresses this question by tapping the students’ perspectives, using a variety of data sources.
Over the past decade, a reorganization of ESL/EAP curriculum and teaching materials as well as novel instructional strategies and techniques has been implemented in order to better meet the needs of ESL/EAP students. In the recent past, thematic organization has been increasingly accepted in post-secondary ESL/EAP settings as a way of providing a context for language through content (LTC) teaching and learning. There is considerable literature recording the experiences of immigrant ESL/EAP students in high schools (Chow, 2000; Watt, Roessingh & Bosetti, 1996) and the positive outcome of thematically organized instruction for high school ESL/EAP students (Roessingh, 1995, 1996; Roessingh & Kover, 2003; Roessingh, Kover & Watt, 2005) and for postsecondary EAP learners (Pally, 2000, 2001). However, few studies have captured the perceptions of adult ESL/EAP learners regarding their English learning experiences under thematically organized instruction in a Canadian post secondary setting. This study takes a deeper look into the learning experiences of these learners and how ESL/EAP adults perceive what is happening as they participate in thematically organized instruction. It is a topic that I felt needed further exploration to help ESL/EAP professionals and educators better meet the needs of adult ESL/EAP learners and to deepen our understanding of their learning process.
METHODOLOGY
Research Questions
The orienting research questions are as follows:
- How do learners perceive their English learning experiences in an EAP program where thematic organization for an ESL/EAP curriculum is implemented?
- Do learners think thematically organized instruction for an adult ESL/EAP curriculum helps them achieve their academic goals? If yes, in what aspects (motivation, language proficiency, confidence, skill demands of the university study)? Any drawbacks?
- Do instructors perceive their students benefit from thematic organization?
Qualitative Inquiry: Action Research
This research project is classroom based. It can be described as action research, following the tradition of qualitative methodology. Action research, perceived as a valuable
form of inquiry for educators, has a number of advantages (Alberta Teachers’ Association, 2000; Schmuck, 1997). Foremost, it focuses on practical improvement. It seeks to implement solutions to problems in the classroom or school setting. In addition, it allows teachers, administrators, and students to be involved in meaningful ways. More importantly, all participants can contribute to and benefit from the process.
Adapting the conventional process of action research including cycles of planning, action and reflection, I as observer/participant (rather than a doer/teacher) lived the multiple cycles of observing, recording, and interpreting and reflecting in two level 4 EAP classes. As shown in Figure 1, the action research process is cyclical and open-ended. It is iterative and continual: each research activity feeds the next over three cycles. Critical reflection is a key element. ‘Each reflective phase yields more information about the issue and increases the researcher’s understanding’ (ATA, p.12). The researcher engages in all of the research activities of the cycle and uses these as feedback about the activities of data collection already taken and as direction to inform and direct the subsequent actions in the cycle.
Figure 1 The Action Research Process
Participants
VISA/EAP students in Level 4
The study population consisted of twelve students enrolled in two Level 4 classes of the EAP program in the winter session of 2006. The foremost criterion for participant selection
was students who demonstrated an interest in participating in the study and in sharing their perceptions of English learning experience in the EAP program. Further to this criterion, the attempt was made to balance the group by gender, first language, level of English language proficiency, length of time in the program and previous education experience.
Instructors
Three instructors who taught the two Level 4 classes were involved in this study. According to the instructors, thematic organization is not new to them at all. They had received
training of it in formal settings, at university. This equipped them for their teaching practice. During the whole process, the researcher worked closely with the instructors, first
gaining access to the students through them, and then getting involved in their teaching planning and practice. Interviews of these instructors were done towards the end of the semester when both the researcher and instructors had an overall picture of what had been achieved.
Program director
The director of the program was vital to this study. She was the initial contact for the researcher and led the researcher to other participants: the instructors and students. The director first learned about thematic organization for an ESL/EAP curriculum from Dr. Roessingh in the Faculty of Education at the University of Calgary. Even though she anticipated some resistance from the program staff because of the restructuring, she was receptive to the challenge.
Researcher as participant/observer
In action research, observation provides a holistic picture; helps document non-verbal behaviours (i.e. using camera to capture photographic evidence); and increases the researcher’s sensitivity to multiple variables (ATA, 2000). By entering the level 4 EAP classrooms, I glean first hand insights into meanings of behaviours (what people do), language (what they say), and interactions in a natural setting. This also helped me gain the respect and trust from potential participants for interviews, the primary source of the data.
DATA COLLECTION
The data collection phase took place from January to April 2006. Figure 2 provides an overview of data collection activities (Creswell, 1998).
Figure 2 Data Collection Activities within Action Research
| Data Collection Activities | Action Research Tradition | Specific to this Study |
| What type of information typically collected? (forms of data) | Participant observations, interviews, and documents |
Inside and outside class observational fieldnotes, interview write-ups, photographing, sound recording, and students’ course work (assignments, presentations, online journaling/blogs, reflections, etc.) and exams (with teachers feedback and evaluation) |
| How is information recorded? (recording information) | Fieldnotes, interview and observational protocols |
|
| What are common data collection issues? (field issues) | Field issues (e.g., reflexivity, reactivity, “going native,” divulging private information, deception) | Estimated the time needed to collect extensive data and followed the schedule. Actively shared and asked for confirmation of information (i.e. rationale for collecting the data and what had been collected) with participants in the culture group to gain trust and cooperation. |
| How is information typically stored? (storing data) | Field notes, transcriptions, computer files | Categorized the data: field notes (hard copies), transcriptions (hard copies/e-version/recording), copies of documents (hard copies), photos (e-versions) |
FINDINGS AND ANALYSIS
The study data include observations, photographic evidence, interviews, artifacts of student learning, and other documents. These multiple sources of data were collected and analyzed to allow recurring themes to emerge. Three broad categories of themes and some subthemes emerge from the data analysis. Each of the themes in the broad categories represents a major finding of the study, and they are explored in depth in this chapter. The impact of thematically organized instruction for an ESL/EAP curriculum is presented in Figure 3. A hierarchical tree diagram shows different levels of abstraction, with the boxes in the top of the tree representing the most abstract information and those at the bottom representing the least abstract sub-themes. The paradigmatic shift from teacher-fronted to learner-centered instruction is sustained by the three broad categories of themes: linguistic, pedagogical, and psychological. The intent of the diagram is to provide a visual structure for understanding both student participants’ learning experiences under thematically organized instruction and how it impacts these learners.
Category One: Linguistic themes are comprised of information related to linguistic aspects of thematic organization. This category refers to themes about ‘making meaning and using language as a tool for knowledge construction’. The sub-themes include the importance of accessing and connecting to students’ prior knowledge, integration of language skills, and recycling of vocabulary and forms.
Category Two: Pedagogical themes are comprised of information related to instructional practices that promote active engagement in language learning. This covers sub-themes connected with collaboration/group work, assignments/projects, targeting students’ instructional level or, in Krashen’s terms, Comprehensible Input + 1 (Ci + 1), and transfer-ring what is learned.
Category Three: Psychological themes meaning creating a community of learners are comprised of information about atmosphere for learning and teaching and empowerment. The former theme includes supports of learning (i.e. respect/encouragement/feedback) and learning from mistakes (e.g. Mistakes are good.). The latter encompasses sub-themes associated with motivation, confidence, and taking initiative and being resourceful.
DISCUSSION
The academic culture of university is making new demands on today’s students. International students face the challenges of developing not just the English language proficiency required for reading textbooks, attending lectures and taking notes; they must also develop the skills for critical thinking, problem solving, inquiry, independent research and collaboration that are often unfamiliar and daunting. There is increasing interest in curricular reform at the tertiary level that reflects a less dogmatic, more principled approach to teaching and learning in EAP programs that will address these learner needs. Such an approach shifts the focus from teaching to learning, placing the students’ needs at the center. In broad strokes, principles associated with constructivism, communicative language teaching and learner centeredness lie at the heart of the curriculum reform effort. There are concomitant demands made of EAP instructors, as they grapple with implementing these curricular re-forms.
Thematic organization for instructional planning can provide a broad, flexible frame-work that will allow for the integration of curricular elements usually identified in the more traditional approaches to curriculum design for EAP programs. It also offers a relevant and motivating context for students to develop and practice the additional skills noted above that are so important to their academic engagement and success. The University of Calgary’s EAP program recently adopted thematic teaching. The current study sought to obtain in-sights, largely from the students’ perspective, into the efficacy of thematic instruction.
Toward Learner Centered Instruction: Meeting students’ needs
The findings presented previously are organized around three broad themes: linguistic, pedagogical, and psychological and the associated sub-themes that emerged from the data. Here comes a synthesis and summary of the findings within the rubric of strengths/weaknesses/action. It considers the implications for institutional commitment to staff devel-opment, the need for preparation time for instructional staff, and purchase or preparation of learning resources; and makes suggestions for future research.
Figure 3 A Hierarchical Tree Diagram of Emergent Themes from the Study Data
Leadership
The move to thematic teaching represents a major reconceptualization of the curriculum based on evolving and changing beliefs about the nature of and the relationship between teaching and learners. To implement this reform requires committed leadership. Hiring practices, staff development, and paid preparation time are all within the purview of the pro-gram director/leader and need to be addressed.
Staff development: Supporting teachers to meet the learning needs of students
Shifting to thematically organized curriculum places significant new demands on the teachers. They are no longer technicians who can rely on the textbooks to drive their in-structional decision-making. Rather, they have a multiplicity of responsibilities to address and roles to play in an atmosphere of heightened accountability. The EAP program ultimately must operate within budgetary constraints and produce tangible results. The new roles for teachers could include diagnostician, facilitator, coach and mentor, learning resource developer, and curriculum designer.
Many of the new demands placed on teachers can be supported through an array of staff development activities. Teachers must reposition themselves in the classroom – from
teacher fronted to learner centered.
A paradigmatic shift in curriculum ideology at minimum requires intensive orientation to create the ‘buy in’ required for its success. End of summer institutes are one idea. At
the instructional level, teachers may need suggestions for task design that will more actively involve the students in using language for meaningful, purposeful learning. Workshops focused on teaching strategies for the communicative classroom can be less intensive. Mentoring, peer observations, and partnering between more experienced and knowledgeable teachers can provide opportunities for novice teachers to acquire the new skills and insights they need. Embedding action research as a form of professional inquiry and development can encourage teachers to make the link between theory and practice. Participation and presentations at ATESL/TESL Canada conferences and contributions to professional news-letters and journals are ways to disseminate action research findings to other TESL practitioners at the tertiary level who are just as anxious about seeking better ways to address their students’ learning needs.
The University of Calgary offers a Master’s Degree in TESL including course work in ESL curriculum design, materials design, methods and assessment that will address and provide some of the academic background required. Instructors who are not confident that they have the requisite skills and knowledge to implement theme-based teaching can consider the graduate course work.
In short, the classroom must transform from a site for practice to one of praxis: a place where teachers reflect critically on what they do to become more intentional and in-formed, more committed and dedicated.
Learning Resources
In addition to staff development, it is vital to develop effective learning resources to meet the students’ needs. First, direct grammar instruction which provides recycling of language forms is needed in the current thematic curriculum. In addition to identifying students’ problem areas (i.e. typical grammar problems), the instructors should consider explicit and direct grammar instruction. For instance, the learning resources can review grammar rules and provide the content for students to practice using grammar in various contextualized situations. In short, the current thematic curriculum can be made better by including a grammar syllabus that is contextualized in the themes/content in each level of the pro-gram.
Additionally, resources that allow explicit instruction for inquiry-based learning, critical thinking and problem solving are needed. The curriculum designer/learning resource developer/instructor can generate the essential questions that drive each theme study. Some academic tasks for the development of these skills can be included in the curriculum. Tasks such as group discussions, lectures, videos, book responses, and written/oral presentations that require synthesizing and questioning of ideas can be considered for the curriculum. The learning resources are unlikely to be found in any single textbook. Teacher-prepared materi-als designed specifically to meet the needs of students can complement textbook resources. The curriculum designer/learning resource developer/instructor, therefore, needs to identify, purchase, or prepare appropriate materials to support thinking skills and problem solving. This requires sufficient supports such as preparation time.
Preparation time
Sufficient preparation time is necessary for building an effective thematic curriculum and successfully implementing it. As previously mentioned, to ‘hunt and gather’ learning resources to meet students’ needs is time consuming. The curriculum specialist needs to work closely with the instructors to first identity the students’ needs and proceeds to develop appropriate materials. More importantly, this is not a job that is ever completed. It is an on going task to update materials, locate new sources and media, keeping everything current and relevant. On a more practical level, to maximize the positive outcomes of a thematic curriculum, practitioners who implement the curriculum need to have sufficient knowledge and understanding of how to do this. Time and opportunities for learning and understanding how to implement the curriculum are needed. Instructors, therefore, need time for professional development (i.e. taking graduate courses, conducting action research, attending and presenting at ATESL/TESL conferences). Additionally, considerable time is needed for conferencing with peers and students, as well as lesson planning and personal reflection on practice. In all, the program needs to provide adequate release time for practitioners to develop the learning resources, to prepare classroom teaching, and to follow up their instructional practice. Specifically, personal reflection, conferencing with peers and students and pursuing personal academic goals should become a plan for professional development.
CONCLUSION
The presence of international students in educational settings at all levels will likely continue to increase in the future. The strengths of the ESL/EAP program renewal are identified by students and instructors alike. Theme-based teaching within an integrated communicative framework has enormous potential to address the heightened demands international students must meet if they are to succeed. These demands are communicative competence, and academic linguistic proficiency at a high level, critical thinking and problem solving skills, and the need to take ownership for their learning. Ongoing work to develop the curriculum in accordance with the principles that inform the thematic framework can yet produce better outcomes in the future. The work has only just begun.
REFERNCES
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