Abstract
This article explores how Content-Based Instruction (CBI) can transform English for Academic Purposes (EAP) from surface-level use of authentic texts into a process where students actively construct disciplinary knowledge. Drawing on classroom practice at XJTLU, it presents four strategies: collaborative concept mapping to clarify content structures, Socratic seminars to promote critical dialogue, corpus tools for student-led language discovery, and digital tools for authentic content engagement. For each, examples show how these approaches can be adapted across academic disciplines, making them relevant for a wide range of teaching contexts. The article also highlights the importance of targeted professional development to enable educators to apply CBI effectively.
| Original language | English |
|---|---|
| Type | THE Campus is a digital platform by Times Higher Education that publishes curated advice, commentary, and resources for higher education professionals. |
| Media of output | Digital format |
| Publisher | Times Higher Education |
| Publication status | Published - 1 Aug 2025 |
Keywords
- Content-Based Instruction
- Disciplinary Literacy
- Active Learning Strategies
- Professional Development