Content-Based Instruction

Content-Based Instruction

Language

+ Content Content-Based Instruction

Why learn a second language?

Support

1. Second Language Research2. Training Studies3. Educational-Cognitive Psychology4. Program Outcomes

1. CB Support from research in language acquisition

Crashen, Swain and CumminsLanguage is acquired incidentally through extensive second language material.

• Canadian and US Immersion Programs• University of Ottawa Sheltered Programs

Vygotskian-based Concepts

• Negotiation in the Zone of Proximal Development

• Private Speech• Student Appropriation of Learning Tasks

Cummin

• CALP – Cognitive Academic Learning Proficiency

• BICS – Basic Interpersonal Communication Skills

2. Support for CBI from Training Studies

Cooperative Learning STAD – Student Teams-Achievement Divisions CIRC – Cooperative Integrated Reading /Composition

• greater student cooperation• higher motivation• positive student attributions for learning success• better school attitudes• higher self esteem

Meacognitive/Learning Strategy Instruction

Development of strategic learner = independent learning

Extensive Reading

Development of content knowledge and motivation

3. Support for CBI from Educational and Cognitive psychology

Cognitive learning theoryCALLA – Cognitive Academic Language Learning Approach

• Cognitive Stage – notice information• Associative Stage – correction and connection• Autonomous Stage – automatic performance

Depth of Processing Research

Meaningful information = deeper processing = better learning

1. Elaborated information is memorized easier2. Information related to other information is recalled better3. Spaced study leads to better recall

Discourse Comprehension Processing Research

Information that supports the topic of discourse within the text is easier to learn and recall

• Verbal

• Visual

Motivation, Attribution, and Interest Research

Motivation rises when students see that they are learning

8 features of flow*reasonable task completion*task concentration*clear task goals*task involvement deters worries*control over actions*disappearance of concern for self*altered sense of time

Consequences of “flow”: - increase in intrinsic motivation- ability to carry out tasks as a higher level of complexity

Expertise Research Reinvestment of knowledge in more complex

problems

Result: Intrinsic motivation

All 5 techniques show the benefit of complexity for increased learning and motivation

• Need for more complex challenges• Reinvestment of skills• Educational supports for optimal learning

4. Support from CBI Program Outcomes

K-12 ESL Contexts

• Language minorities, Ethnic minorities, Immigrant ESL students

• Middle schools / high schools -theme-based ESL programs and sheltered instruction

• Secondary levels - relevant language skills and serious content instruction

• ESL Immigrant School – Newcomber High School

K-12 Foreign Language Contexts

• Hungary - dual-language secondary schools• Hong Kong - English immersion program for

secondary school• US – 187 partial or full immersion schools

Postsecondary ESL Contexts • theme based courses• sheltered courses • adjunct courses

• English for Specific purposes (ESP) • Advanced disciplinary English for Academic Purposes

(EAP)engineering, medical lawyers, business executives, airline

mechanics, bank tellers and hotel employees.

Postsecondary Foreign Language Contexts

• University of Rhode Island – German/Engineering Program

• Eastern Michigan University – International Business Program

Language Across the Curriculum and Related Approaches

• England – Reading / Writing across the curriculum

• US - language/literacy instruction an objective in all classes since content is learned through language. Language skills will improve content learning.

• Elementary - learning to read reading to learn• Whole language –language + content

Conclusion

• Language activities are specific to the subject being taught• Stimulate students to think and learn through the target

language• CBI lends itself well to integrated teaching of the 4 language skills• Reading requires students to understand, interpret, and evaluate

information• Students can respond orally to reading and lecture materials• writing follows listening and reading students synthesize facts

from multiple sources to prepare for writing• Students learn study skills and learn many language skills preparation for future academic tasks

7 strong rationales for CBI

1. exposure to a considerable amount of language while learning content and is linked to their prior learning and relevant to their needs. Interesting content is used and students are engaged in language dependent activities

2. contextualized learning3. Increased opportunities to use language and

expertise they bring to class

4. Increased motivation / complex information leads to intrinsic motivation

5. Cooperative, apprenticeship, experiential, project-based learning

6. Flexibility can adjust class to students interests

7. Student centered classrooms

Whatever method you choose...

Help your students become more proficient than this:

http://www.teachertube.com/viewVideo.php?video_id=99107&title=Spanish_Love_Song&ref=robinevans1

Grabe, W. & Stoller, F. (1997). Content-based instruction: research foundations. In Snow, A., & Brinton, A. The content-based classroom: perspectives on integrating language and content. White Plains, N.Y.: Longman.pp. 5-21.

References