11 TOPIC 1: INTRODUCTION TO CONTENT- BASED INSTRUCTION (CBI) IN SECOND LANGUAGE ACQUISITION. DEFINITION DEFINITION CBI- the integration of a particular.

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TOPIC 1: INTRODUCTION TO CONTENT- BASED INSTRUCTION (CBI) IN SECOND LANGUAGE ACQUISITION.

DEFINITIONDEFINITION CBI- the integration of a particular CBI- the integration of a particular

content with language teaching aims content with language teaching aims (Brinton, Snow, & Wesche, 1989).(Brinton, Snow, & Wesche, 1989).

Underlying principle that successful Underlying principle that successful language learning occurs when language learning occurs when students are presented with target students are presented with target language material in a meaningful, language material in a meaningful, contextualized form.contextualized form.

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Focuses students’ attention on Focuses students’ attention on meaning – view the target language meaning – view the target language as the vehicle through which content as the vehicle through which content area is learned.area is learned.

Students simultaneously acquire Students simultaneously acquire subject matter expertise and greater subject matter expertise and greater proficiency in English – the medium proficiency in English – the medium of instruction (Raphan and Moser, of instruction (Raphan and Moser, 1994)1994)

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The language syllabus must take into The language syllabus must take into account the uses the students will account the uses the students will make of the target languagemake of the target language

The use of “informational content The use of “informational content which is perceived as relevant by the which is perceived as relevant by the students boosts their motivation in students boosts their motivation in language learning and promotes language learning and promotes learning effectiveness.learning effectiveness.

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CBI is part of an integrated approach CBI is part of an integrated approach that brings learning domains that brings learning domains together where the language use is together where the language use is purposeful.purposeful.

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RATIONALE FOR CONTENT-BASED SECOND LANGUAGE INSTRUCTION

• The rationales for integrating the teaching of language and content in the context of CBI are:

• a) Takes into account the eventual uses students will make of the second language…bearing in mind that: “second language is learned most effectively when used as the medium to convey informational content…as compared to traditional approaches.

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b) It reflects the interests and needs of the students.

c)c) Applies the pedagogical Applies the pedagogical principle by taking into account principle by taking into account students existing knowledge of students existing knowledge of subject matter, academic setting subject matter, academic setting and their 2and their 2ndnd language language knowledge.knowledge.

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RATIONALE FOR CONTENT-BASED SECOND LANGUAGE INSTRUCTION...cont’d

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d) It exposes students to authentic materials and tasks.

• taught in a contextualized manner• students become aware of larger

discourse level features, social interaction patterns, and correct grammatical functions

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RATIONALE FOR CONTENT-BASED SECOND LANGUAGE INSTRUCTION...cont’d

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e) Offers optimal conditions for second language acquisition.

Working in pairs or groups – they have to communicate with others to exchange information

- gives students with little English a chance to practice beyond sentence level

- making dialogues meaningful is essential for interest and motivation

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RATIONALE FOR CONTENT-BASED SECOND LANGUAGE INSTRUCTION...cont’d

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Topic 2: Theme-Based Language Topic 2: Theme-Based Language InstructionInstruction

OVERVIEWOVERVIEW Theme-based language instruction Theme-based language instruction

refers to a language class organized refers to a language class organized around a theme or topic...around a theme or topic...

The content is exploited and its use The content is exploited and its use is maximized for the teaching of skill is maximized for the teaching of skill areas (Brinton, Snow, & Wesche, areas (Brinton, Snow, & Wesche, 1989).1989).

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Topics in a theme-based instruction Topics in a theme-based instruction are chosen based on the are chosen based on the compatibility of its context - the compatibility of its context - the examples and the linguistic examples and the linguistic objectives are set in the curriculumobjectives are set in the curriculum

Authentic and relevant material must Authentic and relevant material must be suited to students levels of ability be suited to students levels of ability develops their knowledge and develops their knowledge and experience in other subjects.experience in other subjects.

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In a theme-based instruction, the In a theme-based instruction, the concept revolves around:concept revolves around:

“ “Learning the language through Learning the language through content & using the language to content & using the language to learn” (Mohan, 1986).learn” (Mohan, 1986).

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Topic: Teacher Characteristics in a Content- Based Language Instruction

Characteristics of second language Characteristics of second language teachers who adopt a content-based teachers who adopt a content-based approach in their teaching:approach in their teaching:

a) use the target language a) use the target language consistently consistently recognize that students are active recognize that students are active

constructors of meaningconstructors of meaning plan the activities accordinglyplan the activities accordingly

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b) b) provide meaningful and communicativeprovide meaningful and communicative contexts for language learning to occurcontexts for language learning to occurc) create chances for hands on experiencec) create chances for hands on experienced) gear activities toward students interests,d) gear activities toward students interests, developmental levels, various learningdevelopmental levels, various learning styles, and needsstyles, and needse) emphasize comprehension in the initiale) emphasize comprehension in the initial stages and include reading and writing stages and include reading and writing

asas toolstools

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f)f) optimize the use of visuals and optimize the use of visuals and realia, provide clear e.gs, establish realia, provide clear e.gs, establish meaningful contexts for learningmeaningful contexts for learning

g) make tasks more interesting by:g) make tasks more interesting by: relating tasks to those found in the relating tasks to those found in the

general syllabusgeneral syllabus using processes and skills in the using processes and skills in the

general curriculumgeneral curriculum practice language in communicative practice language in communicative

and problem-solving situationsand problem-solving situations

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h)h) maximize students output and maximize students output and provide opportunities to produce provide opportunities to produce extended discourseextended discourse

i)i) step out of the role as an expert step out of the role as an expert teacher and be willing to learn with teacher and be willing to learn with and from the students.and from the students.