by Susan M. Gorga and Jeffrey J. Mondak

IN 1997 AND 1998, we team-taught political science courses at Babes-Bolyai University, in Cluj-Napoca, Romania. The students all had studied English, but their proficiency was varied. We were cognizant of the problems students would have understanding instruction in English, but we were unable to teach in Romanian. To address this problem, we designed courses using content-based instruction in English as a second language (ESL). This article describes our experience.

The Language Barrier

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