ADJUNCT MODELS AND COURSE DESIGN

Etymology: Latin adjunctum, from neuter of adjunctus, past participle of adjungere Date: 1588 1 : something joined or added to another thing but not essentially a part of it 2 a : a word or word group that qualifies or completes the meaning of another word or other words and is not itself a main structural element in its sentence b : an adverb or adverbial (as heartily in They ate heartily or at noon in We left at noon) attached to the verb of a clause especially to express a relation of time, place, frequency, degree, or manner compare disjunct 2 3 a : an associate or assistant of another b : an adjunct faculty member at a college or university

 In linguistics, an adjunct is a syntactic term used to describe a word, phrase, or clause joined to another word or phrase, yet not syntactically required by that word or phrase. Adverbial adjuncts modify a verb or verb phrase and adnominal adjuncts modify a noun or noun phrase. An adverbial adjunct is a sentence element that usually establishes the circumstances in which the action or state expressed by the verb take place. The following example uses adjuncts of time and place:
Yesterday Sheila saw the dog in the park.

 This definition can be extended to include adjuncts that modify nouns or other parts of speech (see noun adjunct):
The large dog in the garden is very friendly.

Other Examples: He ate his meal quickly (how) Alan gave blood last week (when) Helen went to school in New York (where)

 Adjuncts are always extranuclear; that means, removing an adjunct leaves a grammatically well-formed sentence. Adjunct is adjectival, it acts as the predicate and its removal would render the sentence meaningless. However, optional complements are also often removable, so not all removable elements are adjuncts. They are contrasted with complements, which are elements directly selected by another element.

 An adjunct can be a single word, a phrase, or a clause. Single word

She will leave tomorrow.

Phrase
She will leave in the morning.

Clause
She will leave after she has had breakfast.

SEMANTIC FUNCTION OF ADVERBIAL ADJUNCTS Adverbial adjuncts establish circumstances for the nuclear of a sentence, which can be classified as followings: Temporal
Temporal adjuncts establish when, for how long or how often a state or action happened or existed. She arrived yesterday. (time point) She stayed for two weeks. (duration) She drinks in that bar every day. (frequency)

Locative
Locative adjuncts establish where, to where or from where a state or action happened or existed. She sat on the chair. (locative)

Modicative
Modicative adjuncts establish how the action happened or the state existed, or modifying its scope. He ran with difficulty. (manner) He stood in silence. (state) He helped me with my homework. (limiting)

 Causal
Causal adjuncts establish the reason for, or purpose of, an action or state. The ladder collapsed because it was old. (reason) She went out to buy some bread. (purpose)

Instrumental
Instrumental adjuncts establish the instrument of the action. Mr. Bibby wrote the letter with a pencil.

Conditional
Conditional adjuncts establish the condition in which a sentence becomes true. I would go to Paris, if I had the money.

Concessive
Concessive adjuncts establish the contrary circumstances. Lorna went out although it was raining.

Adverbial adjunct and adverbial complement distinguished

An adjunct must always be a removable, i.e. extranuclear, element in the sentence. In the sentence below in the park can be removed and a well-formed sentence remains.
John drank a beer in the park. (locative adjunct)

In the sentence below, however, in the park is part of the nucleus of the sentence and cannot be removed. It is thus not an adjunct but an adverbial complement.
John is in the park. (locative complement)

ADJUNCT MODELS AND COURSE DESIGN

In an adjunct model, a non- ESL instructor provides the content instruction and the ESL instructor supports learners through language instruction. Even though adjunct courses take different forms in different settings, the steps needed to establish them are similiar.

 Brigham University- Hawaii( BYUH) using adjunct model. The majority of ESL students at BYUH, just like many other universities in US, have studied English for a number of years in their home countries but have little awareness of the academic expectations and language demands of university courses. Student participation in an adjunct model raises this awareness, increases the relevance of ESL course objectives, produces high interest and motivation and creates strong ESL teacherstudent bond as everyone works together to learn a new subject.

 The adjunct model narrows the gap between what students learn in ESL courses and what they are actually required to do in academic settings. In the model the university developed, students are enrolled simultaneously in an integrated-skills ESL course and a general education course. Content courses regularly linked to adjunct courses include: First-year biology Health Humanities Music Physical science Political science Phsychology

 Students who are enrolled in content courses include ESL adjunct students and native or near native-English speakers. One of the models central feature is that the adjunct instructor attends the content course to identify the language, acculturation and study skills needs of the ESL students.

 While setting up an adjunct model, establishing an effective adjunct program requires academic and administrative decisions. Interdiciplinary nature of adjunct model requires considerable support from faculty and administrators outside the ESL program.

Selecting suitable content courses

One of the preliminary tasks required for setting up an adjunct program is to identify content corses in which ESL students are likely to succeed. Suitable courses can be identified based on historical information, such as previous success rates of ESL students.

 Another point that must be considered is the match between adjunct course objectives and content course requirements. Finally, the enrollment capacity of the content course must be considered.

Identifying Willing Content Instructors

After identifying appropriate content courses, a specific course section and content instructor must be selected. It is important to ensure that the time slot for content courses fits students ESL class schedules. However, sometimes, it may be necessary to choose between an ideal time and ideal content instructor, especially if there are a limited number of sections available.

 Above all, the content instructor should have a solid teaching reputation and be eager, at least willing to participate. Finding an instructor who has had experience with multicltural students and who has shown an interest in, and sensitivity to, nonnative speakers can be a real advantage. Less important but certainly helpful, is prior second language learning experience.

Selecting Adjunct Instructors

Flexibility is one of the key attributes required of adjunct instructors. In most cases, the adjunct instructor can not set a course syllabus ahead of time( unless the instructor has been involved with the content course before) Rather, what happens in the content course determines, to a large extent, what is taught in the adjunct course. As a result, the adjunct instructor must be prepared to make last-minute changes to lesson plans.

 Generally, the adjunct instructor should be an experienced teacher who can identify students needs and devise learning tasks and material accordingly.

Reserving Seats in Content Courses

After a content instructor has agreed to participate, the next step is to ensure that all of the adjunct students enroll in the same section of the content course. Students are given a form and it is to remind the administrator to deduct 15 slots from total class enrollment capacity of Section1 to prevent the class from being overenrolled.

Defining Adjunct Course Parameters

Adjunct courses can take on many configurations, depending on the needs of the students and the objectives of the ESL program. An adjunct course may focus primarily on developing language skills or on developing both content mastery and language abilities. The goal of the university is to provide students with the language, study and acculturation skills they need to succeed in university courses on their own. Moreover, the university aims to provide students with strategies and abilities they can transfer to other courses and contexts following their adjunct experience.

 Adjunct course assignments are related to content course assignments but do not duplicate them. For example, chapter summaries may be required by the adjunct instructor but not by the content instructor. One way to focus on skills rather than on content is to conduct needs analysis to identify the language and study skills that students need to succeed in university courses (finding main idea and supporting idea, skimming, scanning)

 The language and study skills that the adjunct instructor focuses on may vary depending on what happens in the content course. Although we have established general objectives for all adjunct courses, we encourage the teachers to consider the unique nature of each content class, along with their ongoing assessment of students needs when determining what to emphasize. ( listening, note-taking, vocab enrichment)

 In the adjunct model, content instructors are not asked to do anything differently in their classes. The role of the adjunct instructor- as a visitor and nonparticipating observer in the content course- is to be respectful, noncritical and unobtrusive.

 For dealing with last-minute changes, most ESL administrators and teachers use last-minute scheduling changes due to the unpredictable nature of new student placement and fluctuating enrollments. Teachers and instituations should be prepared for these sudden changes.

The Outcomes of Adjunct Model

A primary purpose of the adjunct program is to aid the language acquisition process by using sustained content. Adjunct students generally perform well in their adjunct and content courses and are able to exit the ESL program within a reasonable period of time. ESL program exit criteria are based on students performance on standard proficiency tests as well as on their performance in their classes.

 Another point that should be denoted is that adjunct students content course grades are comparable to those of nonadjunct students. The adjunct program has some other important benefits. At times, ESL students feel isolated from their native- Englishspeaking peers. The adjunct model provides opportunities for ESL students to interact with native-English speakers, within and beyond the classroom.

 Both ESL and non- ESL students sometimes join together to participate in study groups outside of class. In addition, a sense of academic community often develops between adjunct instructors and content instructors. As a result of these adjunct content instructor interactions, content instructors understand more fully the needs of ESL students and they become stronger supporters of the ESL program. Likewise, adjunct instructors can provide support for content instructors.

 Based on the mentioned experiences with adjunct courses, the university strongly supports their use in postsecondary education. University suspects that the model they have developed has implications for other settings, as well. Learning outcomes, in the form of students final grades in their adjunct and other courses, show that the students of that program are succeeding, and such evidence goes far in enhancing the language programs reputation.

THANK YOU

AYEGL UYSAL