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ELT Journal 2007 61(2):126-134; doi:10.1093/elt/ccm005
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© The Author 2007. Published by Oxford University Press; all rights reserved.

Bringing the outside world into an intensive English programme

Lindsey Hillyard, Randi Reppen and Camilla Vásquez

Lindsey Hillyard is currently working on her PhD in Applied Linguistics at Northern Arizona University and teaching ESL in the Programme in Intensive English. Lindsey worked for the Center for Applied Linguistics (CAL) for two years, and has also taught EFL in Namibia and Japan
Randi Reppen is an Associate Professor in the MA TESL and Applied Linguistics PhD Programmes at Northern Arizona University (NAU) in Flagstaff, Arizona and the Director of NAU's Programme in Intensive English. Her works include two books, and publications in scholarly journals including TESOL Journal, TESOL Quarterly, Journal of Applied Linguistics, and Studies in Second Language Acquisition
Camilla Vásquez is Assistant Professor of Linguistics at the University of South Florida, where she teaches a variety of MA TESL courses. Her research interests include discourse, pragmatics, and language teacher education. A graduate of Northern Arizona University's doctoral programme in Applied Linguistics, she worked previously as Programme Coordinator for NAU's Programme in Intensive English


  Abstract

This article describes the efforts of an intensive English programme to design a class that addressed the challenges of bringing authentic English into the curriculum. This class exposed students to a variety of authentic English language input, while providing support. Through this class, students volunteered with various community organizations. These placements were linked with the curriculum of our intensive English programme. This hybrid class consisted of class meetings, electronic discussions, the community placement, paper journals, a final reflection paper, and a capstone experience.

Final revised version received April 2005


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