Abstract:

Content-based instruction (CBI) is widely accepted as supporting contextualized learning by embedding useful language within relevant discourse contexts (Stoller & Grabe, 1997). Unlike other language instruction approaches, CBI has the goals of the content course as its starting point (Richards & Rogers, 2014). The adjunct model of CBI connects specially designed language courses with regular academic courses and characteristically links the language component directly to students‘ academic and/or professional needs (Stoller, 2002; Fahker, 2014), thereby promoting not only relevance but also motivation. This paper aims to outline how the adjunct model has been applied to a Master’s-level course in the field of automotive engineering at an Austrian university of applied sciences.

General approaches to and experiences with aligning language content to first semester engineering projects will be discussed and specific examples of the tools and materials implemented will be provided. Furthermore, some recommendations for applying this model in similar academic settings will be given.

Keywords:

Content-based instruction, English for specific purposes, project-based learning, engineering.