This article discusses necessary paradigm changes in English as a second language (ESL) education from an oral English proficiency orientation to an academic English proficiency orientation. English learners face difficult challenges when asked to perform academic tasks in their less developed language. Content-based ESL instruction, which integrates language instruction with content areas, can meet both the linguistic and academic needs of English learners. Thus, content-based ESL instruction offers a more meaningful path to academic language acquisition. The article presents theoretical, pedagogical, and empirical reasons why content-based instruction is more beneficial for English learners.
Brown, Clara Lee