Abstract:

The continued demand and unique learning dynamics for English Language Learning are ever changing as educators focus on best practices to promote optimal learning for the 21st century. In a recent publication addressing multicultural problem-based learning approaches to facilitate ESP (English for Specific Purposes), the authors discussed at length the use of problem-based learning within the STEM (Science, Technology, Engineering and Mathematics) disciplines. This publication and presentation will build on our research to include a broader selection of post-baccalaureate fields, and we propose that the ideas expressed in the earlier publication have potential for expansion and further development into a series of specifically crafted, problem-based curricula, tailored to the professional vocabularies of discrete post-baccalaureate programs and disciplines.

One source suggests that a person can understand as much as 95% of a specific language with a vocabulary of 3000 words or less. While this may be true of general conversation or reading in a specific language, it cannot be held necessarily true within the context of professional disciplines such as law, medicine, business, or even artistic or aesthetic fields which have extensive disciplinary vocabularies. A professionally contextual, problem-based English language learning approach may serve to build the subject matter specific English language proficiency that is sought by post-baccalaureate students. We will research and outline a program to achieve that goal employing subject matter experts to define the vocabulary needs to succeed in these disciplines in a post-baccalaureate environment, plus problem sets that help to build it. We will develop a framework into which that vocabulary and those problem sets can be introduced and reinforced in a problem-based setting, with essential grammar and structure elements.

Keywords:

Problem-based learning, English language learning, professional disciplines, disciplinary vocabularies, post-baccalaureate.