1. Theory and Practice in Content-Based ESL Reading Instruction Author: Loretta Frances Kasper Student LAALCM Nicoleta Adriana Buzatu CLIL

2. How can ESL instructors promote ESL students’ achievement of an adequate level of English language reading proficiency? Kasper (1994), suggests that content-based ESL reading instruction results in improved language and content program. Kasper (1994), suggests that content-based ESL reading instruction results in improved language and content program. Benesh (1988), among others, suggests that content- based ESL reading instruction eases ESL students’ transition from the sheltered language program to the academic mainstream. Benesh (1988), among others, suggests that content- based ESL reading instruction eases ESL students’ transition from the sheltered language program to the academic mainstream.

3. How does content-based ESL reading instruction work to facilitate ESL students in order to make the transition to the mainstream? Brinton, Snow, & Wesche (1989) state that from a linguistic point of view successful language development occurs when students are presented with material in a meaningful, contextualized form in which the primary focus is on the acquisition of information. Anderson & Pearson (1984) state that from a cognitive point of view academic content builds and activates domain-related knowledge, or SCHEMATA, from which the reader may draw to aid in the comprehension of related text.

4. Content-based ESL reading courses use a rich range of language items and activities: reading of a variety of texts note-taking from texts and lectures writing of expository pieces in which students apply content area principles

5. Single Content and Paired Content ESL Reading courses In the single content course, students read texts on various topics, all within one specific mainstream discipline. In the paired content reading course, students were enrolled in a mainstream class paired with an ESL reading class, in which all texts parelleled tocpics as they were studied in that mainstream class.

6. Both the single and the paired content reading course variations focused on just one subject area: psycology and the reading component was identical (“The pleasure of Psychology”) Sudents read articles on following topics: learning and memory perception psychology development personality psychopathology

7. Student Population The students in this study all attended Kingsborough Comunity College (KCC),were in advanced level ESL reading (ESL 04) and came from a wide variety of ethnic, cultural and linguistic background: Russians, Haitian, Hispanic and Asian.

8. Course Activities prereading activities topical articles taking-notes on important information in the article written responses to text topical videos

9. Final Reading Examination The examination of all students (in both single and paired content as well as literature-based courses) were cross- graded by another instructor teaching the ESL 04 advanced reading course. The final examination lasted two hours and consisted of seven open-ended questions.

10. Results Students in both the single content and paired content ESL 04 outperformed students in literature-based courses. The paired content course produced better student performance in both the reading and the academic mainstream course.

11. Student Feedback In general, students enjoyed reading about one subject area all semester The readings and exercises done in class were helpful in preparing the students to take the final examination Students in both courses variations preferred academic material to literature

12. Conclusion Experiencing greater satisfaction in school probably led to decreased attrition. College ESL programs should implement content-based reading courses because these courses inhance reading performance and prepare students for academic demands of the mainstream college curriculum.