Transcript
BERNA ÖZDEMİREMİNE ÖZKURT ESRA TAMER HABİP TÜREYENKADİR BUĞRA YÜKSEK
CONTENT
I. Content- based InstructionA.Introduction
a. What is CBI?b. Types of CBI
B.Rationale for Content-based InstructionC.ExperienceD. Thinking about the ExperienceE.Reviewing the PrinciplesF.Reviewing the Techniques
Conclusion
WHAT IS CONTENT-BASED INSTRUCTION?
Content–based Instruction refers to an approach to second language teaching in which is organized around the context or information that students will acquire, rather than around a linguistic or other type of syllabus.
Content–based Instruction refers to an approach to second language teaching in which is organized around the context or information that students will acquire, rather than around a linguistic or other type of syllabus.
«Language as a vehicle for learning content.»«Language as a vehicle for learning content.»
Howatt(1984): there are two versions of communicative approach :
strong form
weak form
a strong version a weak version
give students opportunities to practice communication
to practice English for communicative purposes
entails ‘using English to learn it’
could be described as ‘ learning to use’ English
Content-based Instruction
Participatory Approach
Task-based Approach
Strong version
CBI as a method with many faces…
Task is often used with reference to both content and methodology..
Syllabus design and methodology blurred
CBI as particular examples of a task-based approach.
Task-based participatory
Content-based
Students would learn the language as a by-product of learning.
Classroom should focus on communication.
The Central Principles
1.People learn L2 more succesfully when using language as a means of acquiring information.
2. CBI reflects learners’ needs for learning a second language.
TYPES OF CBI
1. Theme-based language instruction
2. Sheltered content instruction
3. Adjunt language instruction
4. Team-teach approach
5. Skill-based approach
Rationale for Content- based Instruction
• Thought of as teaching a ‘language for specific purposes’ (LSP)
• In academic settings, language for academic purposes • Competency-based instruction is by studying vital ‘life-
coping’ or ‘survival skills’
• not exclusively a language program, but instead it integrates the learning of language
• ‘language across the curriculum’
• teaching academic subjects, such as history or science
• content and language integrated learning (CLIL) • amalgam of language learning and subject learning
• first to establish literacy in their native language
• second to draw on what is known about how children learn
Thinking about the Experience
Observations Principles
1. Studying geography through the target language
Content and language are targets for learning.
2. Asking to students about a globe
Previous experience
3. Supplying the missing language in any trouble
Scaffolding the linguistic content
4. Calling out the answers, writing them on the blackboard
Perceiving the relevance of language use
5. Watching a video entitled “Understanding Globes”
Language is learned most effectively when used as a medium.
Observations Principles
6. Fill-in the blanks exercises Vocabulary is easier to acquire when there are contextual clues.
7. Providing examples using present passive with lattitude and longtitude coordinates
When working authentic subject, students need language support.
8Finding cities on the globe Working with meaningful, cognitively demanding language
9. Using a dictogloss, discussing its organization
Learning discourse organization of academic texts
10. Homework Helping students to develop the skills through graphic organizers
Reviewing The Principles
The goals of teachers
Master language and content
Encourage the development
The role of teacher and
students
. A good language teacher
.Knowledgeable in the subject matter.Be able to draw out that knowledge from students. Students’ role is to engage content and language.
The characteristics of the
teaching/learning process
Understanding authentic textsMaking meaning clearDesigning activitiesHighlighting how language is used
The nature of student-teacher and student-student interaction
Teacher guides student learning
Supporting them
Students often work collaboratively
The feelings of students
The view of language and
cultureLanguage is meaningful
Culture is addressed in teaching.
Emphasized areas and skills of language
The role of the students’ native
language
Evaluation
Students’ errors
Teacher Preparation
Having content and language knowledge
Helping teachers to understand the rationale
Giving teachers practice designing
Sheltered Instruction Observation Protocol (SIOP)
Adjunct Model Focusing on helping the
students ; such as,
-Comleting academic tasks
-Improving note-taking activities
-Reading academic textbooks
Whole Language
used with second language learners language to be regarded holistically rather
than pieces working from top-down not the bottom-up providing content- rich curriculum errors as part of learning colloboration between teacher and students zone of proximal development
REVIEWING THE
TECHNIQUES
Dictogloss
first listening is for the main idea the second is for details working with a partner or in a small group
Graphic Organizer visual displays including diagrams, tables, columns and
webs facilitating recall of cognitively demanding
content
Language Experience Approach
writing story about their life experiences
practicing reading with the assistance of teacher
Process writing
brainstorming about the topic product-oriented’ collect and evaluate what students have
written shifting the emphasis in teaching writing
Dialogue Journals
keeping dialogue in journals Using journals in class or for homework writing a response but not correcting form
CONCLUSION
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