Students' and Teachers' Perceptions of Content-Based Language Curriculum Development (Business English)

• In Event: Leadership and Curriculum in an International Context

Abstract

This descriptive and exploratory case study focused on a specific Content-Based Language Teaching (CBLT) curriculum within the context of higher education in China. The researcher investigated the rationale behind the current design and students’ and teachers’ perceptions about the curriculum, as well as, their perceived motivations and challenges during the teaching and learning process. Findings indicated a need from both teachers and students for increasing content course credits to better shape their teaching and understanding of content knowledge. While, task-, problem-, and project-based class activities had the capacity to make class more effective for both stakeholders, this research revealed inconsistencies across students’ and teachers’ perceptions of motivations and challenges.

Authors

• Qian Chen, Northern Arizona University

• Louise Lockard, Northern Arizona University