Content-Based Instruction

Content-Based Instruction

1. As an empowering approach which encourages learners to learn a language by using it as a real means of communication from the very first day in class

   • Can be defined
   • This Motivates Students
     • Because it falls under the more general rubric of communicative language teaching (CLT), the CBI classroom is learner rather than teacher centered (Littlewood, 1981). In such classrooms, students learn through doing and are actively engaged in the learning process.They do not depend on the teacher to direct all learning or to be the source of all information. Central to CBI is the belief that learning occurs not only through exposure to the teacher's input, but also through peer input and interactions. Accordingly, students assume active, social roles in the classroom that involve interactive learning, negotiation, information gathering and the co-construction of meaning (Lee and VanPatten, 1995).
     • Keeping students motivated and interested are two important factors underlying content-based instruction. Motivation and interest are crucial in supporting student success with challenging, informative activities that support success and which help the student learn complex skills (Grabe & Stoller, 1997).

2. CBI is considered more a philosophy than a methodology. There is no single formula for this type of instruction but there are certain models of CBI which are used worldwide to achieve a holistic and global approach to foreign language learning

3. Methodology

4. Benefits

   • 1. Learners are exposed to a considerable amount of language through stimulating content. Learners explore interesting content and are engaged in appropriate language-dependent activities.
   • 2.CBI supports contextualized learning; learners are taught useful language that is embedded within relevant discourse contexts rather than presented as isolated language fragments. Hence students make greater connections with the language and what they already know.
   • 3.Complex information is delivered through real life contexts for the students to grasp easily, thereby leading to intrinsic motivation.

5. The CBI approach is comparable to English for Specific Purposes (ESP), which usually is for vocational or occupational needs, or to English for Academic Purposes (EAP). The goal of CBI is to prepare students to acquire the language while using the context of any subject matter so that students learn the language by using it within that specific context. Rather than learning a language out of context, it is learned within the context of a specific academic subject.