Integrating Discipline-Based Reading to Improve Intercultural and International Learning

Abstract

With the number of alternative pathways now available for entry into Australian universities, the number of international students is steadily increasing. This article reports on the undergraduate results of a teaching project at the University of Canberra, Australia, and explored whether the introduction of a discipline-based reading program into an existing university preparation course would result in an improvement in international students' learning in the discipline and increase their proficiency in the English language.

Keywords

• Discipline english
• Paired model
• Content model
• Paired reading program