CBI: content based instruction

CBI: content based instruction

1. Definitions

   • 1. CBI proposes an approach in which students acquire the target language through content.
   • 2. Content-based in-struction is “the teaching of language through exposure to content that is interesting and rel-evant to learners”
   • 3. Content is the use of subject matter for second/foreign language teaching purposes.
   • 4. content is a vehicle for language learning: The goal is language learning and students are assessed on language performance.
   • 5. The central focus is on students’ content mastery and no language aims are specified”
   • 6. an umbrella term for academic subjects taught through English, one making no direct reference to the aim of improving students’ English

2. Principles and main characteristics

   • 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. people that are faced with everyday needs in a real life situation might find it easier to acquire and use the target language as a tool with a real purpose
   • 3. Base instructional decisions on content rather than language criteria
   • 4. Integrate skills
   • 5. Involve students actively in all phases of the learning process. of the learning process.
   • 6. Choose content for its relevance to students’ lives, interests, and/or academic goals
   • 7. Select authentic texts and tasks
   • 8. The use of structured content over a period of time is a significant feature of CBI
   • 9. Empower students to become independent learners and continue the learning process beyond the classroom
   • 10. use authentic materials

3. Models of CBI

   • 1. Theme-based language instruction
     • syllabus is arranged around themes or topics
   • 2. sheltered content instruction
     • The teacher modifies the lesson (vocabulary, speed, pace, and others but the main objective is that learners understand the content as well as linguistic elements related to the content
   • 3. Adjunct language instruction
     • Students take two courses, paired or adjuncted courses: One is a course based on a specific content, and the other course is based on specific linguistic features of the target language
   • 4. Sustained- content language teaching
     • it similar to model 1 but learners work on one topic. The content is “sustained”

4. CLIL: content and language integrated learning

   • Definitions
     • 1. Diverse methodologies are used which lead to dual-focused education where attention is given to both topic and language
     • 2. a dual-focused educational approach . . . a fusion” of both subject content and language learning
     • 3. “Parts of the curriculum are delivered through a foreign language. Learners acquire the target language naturalistically”
     • 4. Learners are engaged in a j oint learning practice of subject matter and foreign language
     • 5. an approach to education that integrates language and content learning; planning for, fostering, and assessing both, though the focus may shift from one to the other
   • ESL content based aproaches and method
   • EMI: English-medium instruction
     • Definitions
       • 5. an umbrella term for academic subjects taught through English
       • 4. only use course content as a vehicle for helping students master language
       • 3. aims to develop both the students’ language and their content knowledge
       • 2. an effective way to engage students with content sources, while at the same time improving language abilities”
       • 1. an integrated approach to language instruction, drawing topics, text, and tasks from content or subject matter classes, but focusing on cognitive, academic language skills
       • 6. entail the use of the English language to teach academic subjects in countries or jurisdictions where the first language (L1) of the majority of the population is not English. It may or may not include the implicit aim of increasing students’ English language abilities
       • method of teaching which draws heavily on constructivist and socio-cultural notions of learning to provide students with opportunities for meaningful input and output in L2 and meaningful engagement with content
     • Main Characteristics
       • there is no intention of furthering the language skills of the participating students
       • students are expected to function as near-native speakers of the language of instruction
       • content mastery is merely the primary focus but it may incorporate elements of language sensitivity and language support
     • origin
       • EMI gained currency in the late 1990s in Europe
   • origin
     • mid-1990s in Europe.
   • Main Characteristics
     • an umbrella term covering varied approaches to teaching subject matter in a foreign language in which both the topic and language are given attention
     • engage students in all four key skill areas: reading, writing, speaking, and listening.
     • classes do not sequence students’ exposure to language elements based on grammatical structure, but rather approach language lexically
     • lessons are expected to foster learning of subject matter as part of the mainstream curriculum
     • Students should be studying things they would be learning in first-language medium courses
     • The integration of content and language is achieved through attention to four key elements of CLIL teaching, known as the four Cs of CLIL: content, communication, cognition, and culture
     • CLIL lessons rest on principles of active and cooperative learning and the co-construction of knowledge

5. Origin

   • mid-to-late 1980s nspired by Canadian French immersion programs and bilingual education initiatives for immigrant communities in the United States