Students' Language proficiency through content-based curriculum in the international relations program at Universidad del Norte

Abstract

The following piece of research shows the results of the analysis of how international relations students learn English through Content-based instruction at the Universidad Del Norte in Barranquilla applied it in undergraduate courses and used CBI curriculum as a way to approach the language learning. This piece of research is important since each day CBI is gaining adepts because of its usefulness and for its effective instrumental purpose. It intends to gain some insight into the effectiveness of the content-based instruction methodology used in the Narratives course in the International Relations Program at Universidad Del Norte on the development of students’ language proficiency, the interaction with the input and output material, and the level of motivation it arises in the students. This work is divided into the following components: rationale, research questions, and objectives. The theoretical framework section compares and describes the content based instruction and the functional approach to language, including concepts such as proficiency, factors that affect L2 acquisition, motivation, quality of instruction, previous exposure to the language, and interaction with input and output material. The methodology section explains the qualitative paradigm and the instruments used: survey, interview, and classroom observations. The next section portraits the categorization, the analysis, and the interpretation of the data collected. The last section describes the conclusion of the research that answers the research questions addressed.