CONTENT-BASED INSTRUCTION
** A learner is successful when the focus is on content rather than on mastery of language.
BACKGROUND
# Content-Based Instruction (CBI) is teaching organized aroung the content or information that students will acquire, and not around the linguistic or other type of syllabus.
# Content refers to the substance or subject matter that we learn or communicate through language content rather than the language used to convey it.
# CBI is built on the priciples of Communicative Language Teaching.
# Classrooms need to be filled with real and meaningful communication where information is exchanged.
APPROACH
# Content-Based Instruction is based on two principles :
1. people learn a L2 when they use the language to acquire information. This relates motivation.
2. it better reflects learners’ needs for learning a second language. Many ESLEFL programs focus on preparing students for academic studies or for mainstreaming.
THEORY OF LANGUAGE
# Language is text and discourse based.
# Language incolves meaning and information communicated and constructed through text and discourse.
# Sentence _ clauses, phrases _ speech events _ text types.
# Language use draws on integrated skills.
# CBI sees language as a communication of several skills used together.
# Grammar is seen as a component of other skills.
# Language is purposeful :
** language is used for specific purposes such as vocational, social, or recreational.
** in order to make the content comprehensible, teachers need to make adjustments and simplifications for students.
THEORY OF LEARNING
# CBI makes an assumption that learners learn best when they are given language in a meaningful, contextualized form with the primary focus on acquiring information.
1. people learn a second language most successfuly when the information they are acquiring is perceived as interesting, useful, and leading to a desired goal.
2. language learning is more motivating when students are focusing on something other than language, such as ideas, issues, and opinions.
3. some content areas are more useful as a basis for language learning than others.
4. teaching builds on the previous experience of the learners.CBI builds on students’ knowledge and previous experiences. Students bring a wealthy of knowledge to the classroom.
OBJECTIVES
# In CBI, learning the language is second to learning the content, not the language.
SYLLABUS
# The syllabus comes from the content. However it is common for a topical syllabus to be used in theme-based CBI.
TYPES OF LEARNING TEACHING ACTIVITIES
# Stoller proposed classification categories :
1. language skills improvement
2. vocabulary building
3. discourse organization
4. communicative interaction
5. study skills
6. syntheses of content materials and grammar.
LEARNER ROLES
· become autonomous
· support each other
· active interpreters of input
· willing to tolerate uncertainty
· willing to explore alternative learning strategies and sources of content
· have a learn by doing attitude
· some students aren’t comfortable in this type of environment and may become frustrated.
THE ROLE OF TEACHERS
1. a good language teaching
2. knowledgeble in the subject matter
3. be able to draw out that knowledge from the students
Stryker and Leaver suggest essential skills for any CBI teacher :
· vary the format of classroom instruction
· Use group work and teach-building techniques
· Organize jigsaw –reading arrangements
· Use process approaches to writing
4. help students develop coping strategies
5. use appropriate error correction techniques
6. develop and maintain high levels of student esteem.
THE ROLE OF MATERIALS
· Whatever facilitates subject matter of the content course.
· Comprehensibility and authenticity are both important in CBI.
· In addition, instructional media enriches the context.
TYPES OF CLASSES ‘IN THE WILD’
# Sheltered content instruction
· Content course taught in the L2 by a content area specialist, to a group of ESLEFL learners.
· There are no native speakers.
# Adjunct language instruction
· Students are enrolled in two-linked course, one for content and one for language. Both courses complement each other.
# Team-teach approach
· Two teachers, one class. Both helping with content and language.
# Courses at the elementary and secondary level use a Theme-Based approach
· Students complete themes, which facilitate their entry into regular subject area classrooms.
· Classes would focus on strategies, concepts, tasks and skills that are needed in subject areas in mainstream curriculum.
PROCEDURE
# CBI is more of an approach and doesn’t have any special or unique procedures.
# There are no specific techniques and activities associated with CBI.
But, what would you do ?
** content drives the design and procedure.
CONCLUSION
# Since the 1980s, CBI has been used in many settings. It is now used from kindergarten to university.
