Content Based Instruction

Content-Based InstructionContent-Based Instruction

Presented by:Presented by:

Khalid AlMutairiKhalid AlMutairi

IntroductionIntroduction

• It is the teaching of content or information in the language being learned with little or no direct or explicit effort to teach the language itself separately from the content being taught. (Krahnke, 1987: 65)

• The term content refers to the subject matter we learn through language rather than the language used to convey it.

BackgroundBackground

• It has had many proponents at different times in the history of language teaching.

• Meaning-based proposals have been introduced and encouraged by many approaches. (Kelly 1969)

• It draws on the principles of CLT, and many educational initiatives like Language across the Curriculum, Immersion Education and LSP are modeled for theory and practice.

The role of content in other The role of content in other curriculum designscurriculum designs

• Language across the Curriculum: in the mid-1970s, a British governmental commission recommended a focus on reading and writing in all subject areas in the curriculum. American education was influenced by this cross-disciplinary proposal and a similar attempt was tried in American schools. However, both experiments did not give the hoped-for results.

The role of contentThe role of content……

• Immersion Education: the regular school curriculum is taught through the medium of the target language. The target language is the vehicle for content instruction.

• The first immersion programs were first developed in Canada in the 1970s to teach French. They have been adopted ever since in the USA to teach many languages.

The role of contentThe role of content……

• Immigrant On-Arrival Programs: designed to teach newly arrived immigrants some basic real-world content for social survival. The Australian courses were among the first courses that provided integrated notional, functional, grammatical, and lexical specifications built around particular themes and situations.

The role of contentThe role of content……

• Programs for Students with Limited English Proficiency: originally designed as mandatory programs for children whose parents are given on-arrival programs, but also used to help any school children who have insufficient linguistic competence. Their early versions were grammar-based, but the current ones focus on language skills needed for school curriculum.

The role of contentThe role of content……

• Language for Specific Purposes (LSP): it is a movement that seeks to provide learners with the language skills they need for specific roles (e.g., student, engineer, …etc). There are courses that focus on scientific and technical content for specialists ( ESP, EAP,…etc).

ApproachApproach

• The Principles of CBI:

1- People learn a second language more successfully when they use it 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.

ApproachApproach……

• Theory of Language: the assumptions:1- LANGUAGE IS TEXT- AND DISCOURSE-

BASED.

2- LANGUAGE USE DRAWS ON INTEGRATED SKILLS.

3- LANGUAGE IS PURPOSEFUL.

Theory of learningTheory of learning

1- people learn a second language most successfully when the information they are acquiring is perceived as interesting, useful, and leading to a desired goal.

2- Some content areas are more useful as a basis for language learning than others.

3- Students learn best when instruction addresses students’ needs.

4- Teaching builds on the previous experience of the learners.

DesignDesign

Objectives

• In CBI, language learning is incidental to the learning of the content. Accordingly, objectives of a CBI course are the objectives of the content course.

• However, a theme-based model of CBI is an exception to this generalization.

DesignDesign……

• Objectives in a theme-based CIB course: the ILC example:

1- To activate and develop existing English language skills.2- To acquire learning skills and strategies that could be

applied in future language development opportunities.3- To develop general academic skills applicable to

university studies in all subject areas.4- To broaden students’ understanding of English-speaking

peoples. (Brinton et al., 1989:

32)

DesignDesign……

Syllabus• In most CBI courses, the syllabus is derived from the

content. (variation)• Only in theme-based CBI courses the content and

instructional sequence are chosen according to language learning goals. The syllabus is usually topically organized. ( Drugs, Advertising, Ecology,…etc)

• In such a course, a yearlong macro- and micro-structuring of the syllabus can be found.

• Modules are in an orderly fashion to achieve cohesive transition of skills. (macro-structuring)

• Modules and exercises aim at developing students’ comprehension and ability to use the language. (micro-)

DesignDesign……

Types of learning and teaching activities• Instructional focus:1- language skills improvement2- vocabulary building3- discourse organization4- communicative interaction5- study skills6- synthesis of content materials and grammar (Stoller, 1997)• Mohan’s knowledge framework(1986):1- Practical elements( Description, Sequence, and Choice)2- Theoretical elements( Concepts/Classification, Principles, and

evolution).

DesignDesign……

Learner roles• Learners support each other.• Learners are active interpreters of input.• Learners are a source of content and

activities.• Learners should commit themselves to

learning.• Learners should be psychologically and

cognitively prepared.

DesignDesign……

The role of teachers• Teachers are analysts of students’ needs.• Teachers must be knowledgeable.• Teachers must create learner-centered classrooms.Essential skills for CBI instructor:1- Varying the format of classroom instruction.2- Using group work and team-building techniques. 3- Defining the background knowledge and language skills required for student

success.4- Helping students develop coping strategies.5- Organizing jigsaw reading arrangements.6- Using process approaches to writing.7- Using appropriate error correction techniques.8- Developing and maintaining high levels of student esteem. (Stryker and Leaver 1993: 293)

DesignDesign……

The role of materials• Materials should be authentic and diverse: materials used in native-language instruction. realia; like tourist guides, railway timetables,

newspaper ads,…etc. • Materials should be comprehensible: Some authentic materials might need

modification to ensure maximum comprehensibility.

Contemporary models of content-Contemporary models of content-based instructionbased instruction

Courses at the university level

• Theme-based language instruction: A general theme, like ‘’business and

marketing’’, subordinates a language syllabus. The syllabus is organized around the theme or topic. All skills are involved.

Materials are teacher-generated.

ContemporaryContemporary……

• Sheltered content instruction A content area specialist teaches a group

of ESL learners. The content is tailored to suit the level of

the learners. The course requirements are adjusted to

accommodate the learners’ language capacities.

ContemporaryContemporary……

• Adjunct language instruction Students are enrolled in two linked courses, one a

content course and one a language course, with both courses sharing the same content base.

• Team-teach approach A variation on the adjunct approach. Language teacher and subject teacher work together in

assisting learners overcome problems.• Skills-based approach Focus on specific academic skill area (e.g., academic

writing).

ContemporaryContemporary……

Courses at the elementary and secondary levelVariations on the aforementioned approaches• Theme-based approach A preparatory course prior to the mainstream

course.• Adjunct approach Parallel to theme-based course. Focus on science and science terminology.Courses in private language institutes• Popular theme-based summer courses.

ProcedureProcedure

• CBI refers to an approach, not a method.

• Teaching materials and activities are selected in accordance with the type of program.

Conclusion• CB approaches have been widely used

since the1980s. They are now used in many ESL and EFL programs.