Integrating language and content learning objectives : the Bilkent University adjunct model

Abstract

In response to a global interest in learning English, many instructional approaches, methods, and techniques have been developed. Some have been short-lived, and others have sustained themselves for longer periods of time. Content-based instruction (CBI) — a particular approach to CBI involving a pairing of language and content classes with shared language and content learning objectives — have been considered as viable ways to teach language in recent times. This case study was conducted to determine what content and language lecturers in Bilkent’s Adjunct Programs think about the rationale, development, and implementation of current programs and future adjunct program offerings. During the data gathering process, two interview protocols were used, one to gather background information on the adjunct programs and the other to solicit perspectives from interviewees with different roles in the programs. A questionnaire was also developed to obtain additional insights from content and language lecturers in the adjunct programs. Primary-source documentation was also consulted. The results of the case study indicate that the adjunct courses developed and implemented at Bilkent University have been beneficial for second-year students, though the programs still have problems to work out. Based on the data solicited from Bilkent staff, students enrolled in adjunct classes have improved their academic language skills and content knowledge. However, in the development of these adjunct programs, program developers and language lecturers have had to cope with issues including cooperation between lecturers, administrative and tutorial support, resources, balance of course hours, and in-service training