Content-Based Instruction.

Content-Based Instruction.

Content-Based Instruction (CBI) is a significant approach in second language acquisition (Brinton, Snow, & Wesche, 1989). CBI is designed to provide second-language learners instruction in content and language.

Historically, the word content has changed its meaning in language teaching. Content used to refer to the methods of grammar-translation, audio-lingualmethodology and vocabulary or sound patterns in dialog form. Recently, content is interpreted as the use of subject matter as a vehicle for second or foreign language teaching/learning.

Background.

* It is an approach to second language teaching based on content/information that students will acquire.
* Use of meaningful content.
* Students learn the language as a by-product of leaning abouta real-world content.
* Communicative Language Teaching (1980s) --------- Content Based
Instruction
The role of content in other curriculum designs.

* Language across the curriculum (mid-1970s): a proposal for native-languageeducation.
* Immersion Education.
* Immigrant On-Arrival Programs.
*Programs for Students with Limited English Proficiency (SLEP).
* Language for Specific Purposes (LSP).
English for Science and Technology (EST).
English for Specific Purposes (ESP).
English for Occupational Purposes (EOP).
English for Academic Purposes (EAP).

Approach.

CBI is grounded on the following two central principles:

1. Theory of Language.

Language is seen as avehicle for learning content/informatio; why:
* Language is text and discourse-based.
* Language use draws on integrated skills.
* Language is purposeful for learning.

2. Theory of Learning.

CBI: second languages are best learned when the focus is on mastery of content rather than on mastery of language per se --------- contrasts with traditionalLanguage teaching
approaches.

Additional assumptions that derive from CBI:

* People learn a second language most successfully when the information they are acquiring is perceived as interesting, useful, and leading to a desired goal.
* Some content areas are more useful as a basis for language learning than others.
* Studentslearn best when instruction addresses student’s needs.
* Teaching builds on the previous experience of the learners.

Design.

In CBI, language learning is typically considered incidental to the learning of content.
Content is important:
1. To activate and develop existing English languages kills.
2. To acquire learning skills and strategies that could be applied in future languagedevelopment opportunities.
3. To develop general academic skills applicable to university studiesin all subject areas.
4. To broaden students’ understanding of English-speaking peoples.
Design.

Syllabus:
Examples of TopicalThemes (from the Free University of Berlin):
1. Drugs
2. Religious Persuasion
3. Advertising
4. Britain and the race question
5. Native Americans
6. Modern Architecture7. Microship Technology
8. Ecology
9. Alternative English
10. Nuclear Energy
11. Dracula in Myth, Novel and Films
12. Professional Ethics

Design.

Types of learning and teaching activities:
The Classification Category She Proposes Are:
- language skill improvement;
- vocabulary building;
- discourse organization;
- communicative interaction;
- study skills;
- synthesis of contentmaterials and grammar.

Design.

The role of teachers:
Instructors must be more than good language teachers. They must be knowledgeable in the subject matter and able to elicit that knowledge from their students. (Stry ker and Leaver 1993:292).

Teachers are responsible for:

- selecting and adapting authentic materials for use in class;
- create truly learner-centered classrooms;
-...