Content based instruction

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