INFORMED APPROACHES Autor: Pedro Devera Carnet: 1188508.
Post on 25-Dec-2015
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THEORETICAL BACKGROUND:
CBI refers to an approach to
second language teaching in
which teaching is organized
around the content
information that students will
acquire, rather than around a
linguistic or other type of
syllabus.
CONTENT BASED INSTRUCTION
CBI is grounded on the following
two central principles:
1. People learn a second
language more successfully when
they use the language as a means
of acquiring information, rather
than as an end in itself.
2. Content-Based Instruction
better reflects learners’ needs for
learning a second language.
CONTENT BASED INSTRUCTION
Theory of Language:
Language is text- and discourse-based: CBI addresses the role of language
as a vehicle for learning content. The focus of teaching is how meaning and
information are communicated and constructed through texts and discourse.
Language use draws on integrated skills: CBI views language use as
involving several skills together.
Language is purposeful: Language is used for specific purposes. The
purpose may be academic, vocational, social, or recreational but it gives
direction, shape, and ultimately meaning to discourse and texts.
Theory of Language Learning:
People learn a second language
when they use the language as a
means of acquiring information.
Learning occurs when students
are presented with target
language materials in a
meaningful, contextualized form
with the primary focus on
acquiring information.
CONTENT BASED INSTRUCTION
Practical Applications:
_ LSP.
_ Foreign language immersion
programs.
_ Vocational and workplace
instructional contexts.
_ University-level foreign
language instruction.
_ Bilingual education.
CBI PROS:
_ There is strong empirical
support for CBI.
_ CBI stimulates students to think
and learn through the use of the
target language.
_ CBI integrates teaching of the
four traditional language skills.
_ CBI employs authentic reading
materials.
CONTENT BASED INSTRUCTION
CBI CONS:
_ CBI demands well-trained
teachers.
_ CBI teaching materials may be
expensive. Materials must be
adapted for low-proficient
students.
_ CBI applicability in Venezuelan
public high-school education is
an uphill task.
Personal Opinion:
CBI is an empirically based
approach that draws upon the
principles of Communicative
Language Teaching and seems to
be suited for academic literacy.
As a matter of fact, all of the
courses offered in this post-grade
reflect several CBI principles.
CONTENT BASED INSTRUCTION
References:
Richards, J., & Rodgers,
T. (2001). Approaches and
Methods in Language
Teaching, second edition.
United Kingdom, UK.
Cambridge University
Press.
TASK BASED INSTRUCTION
THEORETICAL BACKGROUND:
an approach based on the use of tasks as the core unit of
planning and instruction in language teaching.
It is a logical development of Communicative Language
Teaching.
Activities that involve real communication are essential for
language learning. Activities in which language is used for
carrying out meaningful tasks promote learning.
TASK BASED INSTRUCTION
Theory of Language:
_ Language is primarily a means of making meaning.
_ Multiple models of language inform TBI: task-based instruction draws on
structural, functional, and interactional models of language.
_ Lexical units are central in language use and language learning:
Vocabulary is here used to include the consideration of lexical phrases,
sentence stems, prefabricated routines, and collocations, and not only
words as significant units of linguistic lexical analysis and language
pedagogy. Conversation is the central focus and the keystone of language
acquisition.
TASK BASED INSTRUCTION
Theory of Language Learning:
Tasks provide both the input and output processing necessary
for language acquisition.
Task activity and achievement are motivational: this is because
they require the learners to use authentic language.
Learning difficulty can be negotiated and fine-tuned for
particular pedagogical purposes: specific tasks can be designed to
facilitate the use and learning of particular aspects of language.
TASK BASED INSTRUCTION
Practical Applications:
Language for Specific Purposes.
Foreign Language Education.
Academic Literacy.
TBI is more student-
centered, allows for
more meaningful
communication, and
often provides for
practical extra-linguistic
skill building.
The risk that students will stay
within the narrow confines of familiar
words and forms.
Some students can "hide" and rely on
others to do the bulk of the work and
learning.
Difficulty of implementing task-based
teaching where classes are large and
space limited and/or inflexible.
TASK BASED INSTRUCTION
PROS CONS
TASK BASED INSTRUCTION
Personal Opinion:
TBI is an approach that may be used in Venezuelan public
high-schools because it might match the administrative
evaluation system (three terms a year, each divided in 70%
and 30% of a total grade). In this way, it may promote
learning and increase motivation in students while at the
same time; it remains within the public high-schools
administrative constraints.
TASK BASED INSTRUCTION
REFERENCE
Richards, J., & Rodgers, T. (2001). Approaches and
Methods in Language Teaching, second edition.
United Kingdom, UK. Cambridge University Press.
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