Integrating an Immigration Law Simulation Into EAP Courses

Abstract

Background. Previous research has highlighted the pedagogical effectiveness of a simulation-based approach to EAP (English for Academic Purposes) instruction.

Aim. The purpose of the article is describe the use of the ARIZONA IMMIGRATION LAW simulation in some EAP courses and examine its benefits and drawbacks.

Method. Data were collected through in-depth interviews with the instructors and written questionnaires with the students.

Results. The findings suggested that although the simulation raised some challenges in terms of design and accessibility of the topic, it brought three benefits to the EAP courses: developing students’ academic language skills, conducting research as a pathway for knowledge construction, and strengthening students’ abilities as critical thinkers.

Conclusions. These findings underscore the usefulness of a simulation-based EAP pedagogy to promote students’ use of the language skills to identify the main points of an argument, research and evaluate sources, defend well-organized arguments, and co-construct knowledge of a timely issue.

Recommendations. The author concludes with some implications for simulation design and adaption.