Language-Building Activities and Variations in Interaction With Mixed-Ability ESL University Learners in a Content-Based Course

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Héctor Manuel Serna Dimas
Erika Ruíz Castellanos


The preparation of both language-building activities and a variety of teacher/student interaction patterns increase both oral language participation and content learning in a course of manual therapy with mixed-language ability students. In this article, the researchers describe their collaboration in a content-based course in English with English as a second language learners. The data gathered through lesson plans, sociograms, and student feedback cards showed an increase of students’ involvement in class activities since their concern was to be able to diagnose and treat their future patients’ physical condition through a structured interview for which both careful language elaboration and therapist/patient interaction were essential.

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How to Cite
Serna DimasH. M., & Ruíz CastellanosE. (2014). Language-Building Activities and Variations in Interaction With Mixed-Ability ESL University Learners in a Content-Based Course. HOW Journal, 21(1), 103-121.
Reports on Pedagogical Experiences
Author Biographies

Héctor Manuel Serna Dimas, Universidad EAN, Bogotá

Héctor Manuel Serna Dimas, PhD, is the research group director in Linguistics, Translation, and Organizational Communication in the School of Humanities and Social Sciences at Universidad EAN, Colombia.

Erika Ruíz Castellanos, Universidad del Rosario, Bogotá

Erika Ruíz Castellanos, P.T., is a faculty member in the Rehabilitation Programs in the School of Medicine and Health Sciences at Universidad del Rosario, Colombia.


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