parallels drawn between first and second language acquisition suggest that the kinds of input obtained during first language learning should be similar to that of second language learning; since academic language is in no way similar to most foreign student's first language learning input, the content-based ESL approach attempts to correct for this discrepancy.
Another way in which American colleges and universities are dealing with the problems posed by academic language has been to conduct research on academic language and subsequent problems specifically as it relates to the college or university setting. It is assumed that such research stands a better chance of being widely applicable to college and university students than does research conducted at lower levels of eduction. An example of this kind of research can be seen in work conducted by Courage (1990) who reported findings of a study of 24 nontraditional students in a first-semester basic writing course.
The study conceptualized higher education as "an academic community," characterized, like other communities, by culturally distinct patterns of language use. The process whereby nontraditional students (especially academically underprepared adult students) acquire the language and values of the academic community was thus described as a transitional process, a form of acculturation. Thus, as utilized by Courage (1990), academic language learning was, at least in one sense, a new language learning experience not only for limited English speakers but also for native speakers.
Using participant observation, interviews, and document collection, Courage (1990) explored students' interactions with their teacher, each other, and their own texts. The data were analyzed qualitatively consisting of reports of several case studies and a descriptive account of the classroom context and key incidents.
An analysis of the sociocultural dynamics of the class was said ...