04 cbi curriculum

8/4/2019 04 CBI Curriculum

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Content-based Instruction(CBI) Curriculum

Akemi Morioka


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Issues in Second/Foreign LanguageEducation

Shift of pedagogical interest:

From methods/approachers (1980s-1990s)

To content(1990s-2000s) Content-based Instruction

= integration of linguistic forms and contents


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General Definition of CBI(Content-based Instruction)

Discipline-based language instruction, and thebroader "content-based" approach to which itbelongs, are part of a trend at all educational levelsaiming at the development of use-oriented second andforeign language skills. Content-based languageteaching is distinguished first of all by the concurrentlearning of a specific content and related languageuse skills in a "content driven" curriculum, i.e., with

the selection and sequence of language elementsdetermined by the content. (Brinton, 2006)


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Benefit of Using CBI in a Foreign Languagecourse in Higher Education

Approach/Philosophy

Integrates language and content.

Eliminates the artificial separation between language instruction

and subject matter classes which exists in most education settings.

(Brinton, Snow, & Wesche. 1989) Embraces the broad and fluid concepts of culture and literacy.

Intercultural competence is the ability to create for oneself a

comfortable third place (Kramsch, 1993:13) between ones

linguaculture and the target linguaculture

Literacy= socially, historically, and culturally-situated practices

(Kern, 2000).

Texts= dialogue, graphic signs, paralinguistic behavior, and

other semiotic systems(Kern, 2000).

Reading= an active action; is an interaction between the reader

and the text (Kern, 2000).


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Benefit of Using CBI in a Foreign Languagecourse in Higher Education

Outcome

Self-directed/autonomous learner

Motivated learner

Can think critically


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Difference betweenTheme-based Approaches and CBI

Systematic study of grammar with activities based on suchtopics as food, music, and the family, etc.

The study of a topic is an add-on to a course based on the study

of grammar.

< CBI>

Themes take on a central roles in the curriculum.

The entire course is designed around an in-depth study oftopics.


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Theoretical Support to the Principlesof

and Pedagogy of CBI Krashen: Meaningful input Kramsch: Culture as Social Semiotics

Culture is not a product but a continually-shared process.

Culture is a way of interacting with people in everyday lifeand identifying with a particular group or nation.

Culture is a way of meaning-making in a shared speechcommunity.

Liddicoat: Intercultural Language Teaching (ILT),

Intercultural Competence andThird Space Intercultural Competence includes the ability to create for

oneself a comfortable third place between ones firstlinguaculture and the target linguaculture.


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Theoretical Support to the Principlesofand Pedagogy of CBI(continued)

Cummins: CALP (Cognitive Academic Language Proficiency) & BICS(Basic Interpersonal Communication Skills)

Postponing content instruction while students develop more advancedacademic language is impractical and ignores students complex educationalneeds.

Lee & VanPatten: Atlas Complex Whose responsibility is it to learnMost instructors assume that their

principal task is one of improving the ways in which they express theirexpertise.. In moving away from teaching-fronted to teacher-assessedinteractions, instructors will necessarily behave in a less Atlas-like way(Lee & VanPatten, 2002)

Vygotsky: higher-order cognitive functions are culturally-mediated by thesigns and artifacts emergent of practical activity.

- Social Semiotic Theory - Signs - Activity Theory

- Zone of Proximal Development - Distributed Cognition

- Dialogic Learning - Metacognition


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CBI Curriculum Goal to be Statedin Course Syllabus

The curriculum aims to foster students in

becoming competent and culturally-literate

users of Japanese. The students become able

to acquire and construct knowledge of culture

on their own and express their thoughts and

opinions regarding these issues.(Syllabus of UCI Japanese Language Program)


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Conventional Second Language

Acquisition Models

Foreign Language CBI Models

Central Interest Acquisition of functional

communication skills, and culture that

is necessary in order to act

appropriately in the target culture

Learning content, and language that is

necessary for mastering the content.

Becoming culturally literate.

Learning Mastering skills Understanding multiple signs

Teaching Input/output Scaffolding

Interaction Transmission of message

Filling in information gap

Collaborative dialogue.

Relating self to others.

Negotiation of meaning.

Space for Growth i + 1 (Krashen) ZPD (Vygotsky)

Concept of

language & culture

Stable entities Co-constructed and mediated

Concept of society Stable entities Temporarily-shared social worlds

Proficiency model Native speaker Participation/membership incommunity

Literacy Reading for information Reading social signs

Multi-literacies

Assessment Appropriate language use

Communicative skills

Understanding of content

Language use in social context

Curriculum Independent as language study First step for the content study


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Definitions by Kramsch (1998) #1

Culture= 1. Membership in a discourse community

that shares a common social space and history, and a

common system of standards for perceiving,

believing, evaluating, and acting.2. The discourse community itself.

3. The system of standards itself.

Cultural literacy= Term coined by literary scholar

E.D. Hirsch to refer to the body of knowledge that is

presumably shared by all members of a given culture.


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Definitions by Kramsch (1998)#2

Intercultural= 1. Refers to the meeting between

people from different cultures and languages across

the political boundaries of nation-states. 2. Refers to

communication between people from different ethnic,social, gendered cultures within the boundaries of the

same nation.

Multicultural= Political term used to characterize a

society composed of people from different cultures or

an individual who belongs to several cultures.


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Definitions by Kramsch (1998)#3

Literacy= The cognitive and sociocultural ability to use the

written or print medium according to the norms of interaction

and interpretation of a given discourse community.

discourse= The process of language use, whether it be spoken,

written or printed, that includes writers, texts, and readers

within a sociocultural context of meaning production and

reception.

Discourse= This term, with a capital D, coined by linguist

James Gee, refers, not only to ways of speaking, reading andwriting, but also of behaving, interacting, thinking, valuing,

that are characteristic of specific discourse communities.


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References Brinton, D., Snow, M. A., & Wesche, M. B. (1989). Content-based

second language instruction. Boston: Heinle & Heinle Publishers.

Crozet, C., & Liddicoat, A. (1999). The challenge of interculturallanguage teaching: Engaging with culture in the classroom. InStriving for the third place: Intercultural Competence through

language education. (pp. 113-125). Melbourne: Language Australia. Curtain, H. A., & Pesola, C. A. (1994). Languages and children:

Making the match (2nd ed.). New York: Longman.

Eskey, D. E. (1997). Syllabus design in content-based instruction. InM. A. Snow & D. A. Brinton (Eds.), The content-based classroom:

Perspectives on integrating language and content. White Plains, NY:Longman.


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References(continued)

Genesee, F. (1994). Integrating language and content: Lessons fromimmersion. (Educational Practice Report No. 11): National Center forResearch on Cultural Diversity and Second Language Learning.

Grabe, W., & Stoller, F. L. (1997). Principles and practices in secondlanguage acquisition. New York: Longman.

Kern, R., G. (2002). Literacy as a new organizing principle for foreignlanguage education. In Reading between the lines (pp. 40-59.). NewHeaven: Yale University Press.

Kramsch, C. (2002). Language and culture: a social semiotic perspective.ADFL Bullertin, 33(2), 8-15.

Krashen, S. (1985). The input hypothesis: Issues and implications. NewYork: Longman.

Lee, J. F., & VanPatten, B. (2003). Making communicative languageteaching happen. San Francisco: McGraw-Hill.


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Marco, M. J. L. (2002). Internet content-based activities for English forspecific Purposes. English Teaching Forum, 20-25.

Met, M. (1991). Learning language through content: Learning contentthrough language. Foreign Language Annals, 24(4.), 281-295.

Met, M. (1999). Content-based instruction: Defining terms, making

decisions. (NFLC Reports). Washington, DC: The National ForeignLanguage Center.

Mohan, B., & Beckett, G. H. (2003). A Functional Approach to Researchon Content-Based Language Learning: Recasts in Casual Explanations.Modern Language Journal, 87(3), 421-432.

O'Malley, J. M., & Chamot, A. U. (1990). Learning strategies in secondlanguage acquisition (Vol. Cambridge University Press.). New York.

Rosenthal, J. W. (Ed.). (2000). Handbook of undergraduate secondlanguage education. New Jersey: Lawrence Erlbaum Associates, Publishers.


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Snow, M. A. (2001). Content-based and immersion models for second andforeign language teaching. Teaching English as a second or foreignlanguage.

Stoller, F. (2002, March).). Content-Based Instruction: A Shell forLanguage Teaching or a Framework for Strategic Language and Content

Learning? Paper presented at the annual meeting of Teachers of English toSpeakers of Other Languages, Salt Lake City.

Stryker, S., B. & Leaver, B. (Ed.). (1997). Content-based instruction inforeign language education: models and methods. Washington, D.C.:Georgetown University Press.

Terrell, T. D. (1982). The Natural approach to language teaching: Anupdate. Modern Language Journal, 66, 121-132.

VanPatten, B. (2002). From input to output. San Francisco: McGraw-hill.


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Vygotsky, L. S. (1990). Imagination and creativity in childhood. Soviet

Psychology, 28(1), 84-96.

Vygotsky, L. S., , & context, L. t. t. C. d. i. s. (1991). Genesis of the higher

mental functions. In P. Light, S. Sheldon & e. al. (Eds.), Learning to think.Child development in social context (Vol. 2, pp. 32-41). Florence, KY:

Taylor & Frances/Routledge.

Vygotsky, L. S., Whorf, B. L., Wittgenstein, L., & Fromm, E. (1990). Language

and consciousness. In J. Pickering & M. Skinner (Eds.), From sentience to symbols:

Readings on consciousness (pp. 240-266). Toronto: University of Toronto Press.

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