cbi part i: theory
DESCRIPTION
CBI: Connect Build Integrate. Part I of the 2 part workshop presented to TICE faculty on March 10, 2011. This part covers the theory behind using content-based instruction in our program.TRANSCRIPT
Topic of Today’s Brown Bag
CBIContent-Based
Instruction
Elisabeth L. ChanPart I: Theory
A TICE Brown Bag – March 10, 2011
The International Center for EnglishArkansas State University
CBIConnect Build Integrate
Kamel: a case study
350 on the TOEFL; Master's degree in Business Administration
Speaks fairly well, but writing skills are very weak; trouble expressing ideas grammatically
Must pass the college writing skills assessment test within 2 years
Kasper (2000)
Content-Based Instruction for Us
English language instruction through the use of mainstream course content
CONTENTLANGUAGE
SKILLS
Coming Up
Expanded explanation of CBI Theoretical background
SLA, Cognitive & Educational Psychology How CBI differs from a traditional
ESL class Strengths and weaknesses
What is CBI?
Uses authentic tasks and materials
Emphasizes accommodation to language learners' needs
Increased redundancy and exemplification Use of advanced/graphic organizers Frequent comprehension checks Frequent, straightforward assignments
and assessment procedures(Master, 2000)
Why balance instruction of content and linguistic skills?
Language skills are most effectively developed when taught in the context of acquiring information
(Blakely, 1997; Brinton, Snow, & Wesche, 1989;
Kamhi-Stein, 1997; Larsen-Freeman, 1997;
Master, chap. 5, this volume, May-Landy, 1998;
Zuengler & Brinton, 1997).
SLA Theoretical Foundations for CBIComprehensible Input
CBI provides context with meaningful, comprehensible input; acquire language and knowledge
Comprehensible Output Hypothesis Explicit focus on productive skills and on
relevant and contextually appropriate language forms
BICS / CALP CALP needs task-based, experiential
learning from complex interdisciplinary content (Kasper, 2000; Stoller & Grabe, 1997)
Conversational vs AcademicCummins
BICS – basic interpersonalcommunicative skills ▪ 2-3 years
CALP – cognitive academiclanguage proficiency ▪ 5-7 years
Cummins’ Quadrants Context embedded? Cognitively demanding?
Cummins’ Quadrants COGNITIVELYUNDEMANDING
CONTEXT CONTEXTEMBEDDED REDUCED
COGNITIVELYDEMANDING
Vygotskian Theories
Private Speech CBI provides the chance to sort input and
practice rehearsing strategies Student appropriation of learning tasks
Learn from teachers and peers, appropriating strategies and content in ongoing learning cycles
Negotiation in the Zone of Proximal Development (ZPD) CBI provides the opportunity to negotiate the
knowledge AND extend it at increasing levels of difficulty
Scaff olding
Bruner (1976) + Vygotsky (1960/1978) zone of proximal development
“more knowledgeable other” Recruit learner interest Simplify the task Highlight relevant features Maintain motivation Control learner frustration Modeling
Contingent scaffolding, collective scaffolding, teacher-as-learner effect
http://thebrain.mcgill.ca/flash/i/i_09/i_09_p/i_09_p_dev/i_09_p_dev.html
Negotiation of Meaning
Dialogic learning Miscommunications arise Address and resolve/modify language “more knowledgeable” + learner =
create and negotiate meaning Results in
Comprehensible input Comprehensible output Feedback in natural interactions Greater awareness of language and
further development of languageproficiencies
Cognitive Learning Theory
Cognitive Stage Rough mental representation
Associative Stage Stronger representation, but relies on rules and needs outside support
Autonomous Stage Automatic and autonomous
(Anderson, 1983, 1985)
Schema // Cognitive Map
?
•Instruction in the use of various learning styles
•Scaffolding•Extensive practice•Extensive feedback
Graphic Organizer
ACADEMIC
SCHOOLSTUDY
HARD
Fun Fact
http://www.ldoceonline.com/dictionary/academic_1
Fun Fact
http://astate.aquabrowser.com/?q=academic
Further Educational & Cognitive Psychology Examples
Depth of Processing Research Deeper
informational processing results in better learning
More elaborated Connections
between ideas Spaced retrieval
Discourse Comprehension Processing Research Materials organized
thematically are easier to remember
More connections of related information
Verbal and visual together increase memory and recall
Instructional Approaches & CBI Cooperative Learning (Slavin, 1995)
Huge gains with group work that has structured objectives, goals and rewards, individualized accountability, and equal opportunities for success for each group member
Metacognitive/Learning Strategy When strategy awareness and development
constitute a daily component of all learning activities, language learning increases
Extensive Reading (Elley, 1991; Krashen, 1993) Using a wide range of topics over a long period of
time, reading, writing, vocabulary, speaking, listening, and content knowledge all increase
Kamel: a case study (cont.) 4 Skills-based program:
grammatical exercises to help him practice verb tenses or subject-verb agreement
read one- to two-page passages and answer comprehension questions
attend a language laboratory; listen to tapes and practice the sounds of English
Kasper (2000)
Content-based program: achieve fluency and
master the vocabulary of academic discourse
use English to acquire interdisciplinary information
analyze and associate new information with previously learned information
articulate knowledge through various modes of written expression
4-skills vs. Academic CBI
Gives each language learning activity meaning, as it reflects university courses, as opposed to isolated or artificial exercises
Teaches useful academic language embedded in relevant discourse contexts
Challenges students to use the content knowledge and expertise they already have
Can increase intrinsic motivation when it is stressed that the student is learning and that it is worth the effort
Strengths and Weaknesses
STRENGTHS
Authentic and relevant language learning activities
Makes connections between information
Builds new content information and language on what students already know
Integrates, so that language is learned through acquiring knowledge
WEAKNESSES
It can be challenging to balance the content with the language, especially focus on form
Takes time and resources for instructors to be trained in using CBI, to gain knowledge of the content, and believe in its efficacy
Effectiveness of CBI
Impact of CBI on EFL Students’ Reading Performance (Tsai & Shang, 2010) 101 sophomores majoring in English in a
Taiwanese university 100 mins/week, 14 weeks; used short
stories At end, students took a general reading
comprehension test and an academic reading comprehension test
Statistically Significant Difference
Increasing CBI Effectiveness Faculty must be trained in the method and
must be confident in its pedagogical efficacy.
Teachers need to point out to students the advantages of teaching language through content, offering examples to demonstrate the effectiveness of this type of instruction.
Faculty should develop a degree of expertise in the subject area depending on the individual teaching situation.
Most helpful components
weekly level meetings with their course supervisor
experience with the model the sample lesson plans provided the observation/feedback sessions with their
supervisor
(Brinton, 2000)
Conclusion
“For ESL students to succeed in the academic mainstream, they must be able to do more than identify a vocabulary item, hold a simple conversation, or find the main idea of a reading passage. They must be able to use the English language as a means for acquiring knowledge, in the process engaging in the active analysis, interpretation, critique, and synthesis of information presented in English.” (Kasper, 1996; Pally, 1997)
Part II: Practice Preview
Finding balance with a CBI approach Modeling CBI activities used in
different levels of TICE A note on assessment
Q & A
References
Anderson, J. (1983). The architecture of cognition. Cambridge, MA: Harvard University Press.
Anderson, J. (1985). Cognitive psychology and its implications (2nd ed.). New York: Freeman.
Blakely, R. (1997). The English Language Fellows Program: Using peer tutors to integrate language and content. In M.A. Snow & D.M. Brinton (Eds.), The content-based classroom: Perspectives on integrating language and content (pp. 274-289). New York: Longman.
Brinton, D.M. (2000) Out of the mouths of babes: Novice teacher insights into content-based instruction. In L.F. Kasper (Ed.) Content-based college ESL instruction (pp. 48-70). Mahwah, NJ: Lawrence Erlbaum Associates.
References (cont.) Brinton, D. M., Snow, M. A., & Wesche, M. B. (1989).
Content-based second language instruction. Boston: Heinle & Heinle.
Hancock, C. R. (1994). Alternative assessment and second language study: What and why? Center for Applied Linguistics Digests. Retrieved from: http://www.cal.org/resources/digest/hancoc01.html
Grabe, W. & Stoller, F.L. (1997) Content-based Instruction: Research Foundations. In S.B. Stryker & B.L. Leaver (Eds.), Content-Based Instruction in Foreign Language Education: Models and Methods. Washington, DC: Georgetown University.
Kamhi-Stein, L. D. (1997). Enhancing student performance through discipline-based summarization-strategy instruction. In M. A. Snow & D. M. Brinton (Eds.), The content-based classroom: Perspectives on integrating language and content (pp. 248-262). New York: Longman.
References (cont.)
Kasper, L.F. (2000). Content-based college ESL instruction. Mahwah, NJ: Lawrence Erlbaum Associates.
Kasper, L. F. (1996). Writing to read: Enhancing ESL students' reading proficiency through written response to text. Teaching English in the Two-Year College, 23(1), 25-33.
Larsen-Freeman, D. (1997). Grammar and its teaching: Challenging the myths. Center for Applied Linguistics Digests. Retrieved from: http://www.cal.org/ericcll/digest/Larsen01.htm
May-Landy, L. (1998). Linking assessment to the content-based curriculum. Paper presented at the 32nd annual meeting of TESOL. Seattle, WA.
References (cont.)
Pally, M. (1997). Critical thinking in ESL.: An argument for sustained content. Journal of Second Language Writing, 6(3), 293-311.
Schleppegrell , M.J., Achugar, M., & Oteíza, T. (2004). The Grammar of History: Enhancing Content-Based Instruction through a Functional Focus on Language. TESOL Quarterly, 38(1), 67-93.
Snow, M.A. & Genesee, F. (1989) A Conceptual Framework for the Integration of Language and Content in Second/Foreign Language Instruction. TESOL Quarterly, 23(2), 201-217.
Tsai, Y. & Hui-Fang Shang. (2010). The Impact of Content-Based Language Instruction on EFL Students’ Reading Performance. Asian Social Science, 6(3), 77-85.
Zuengler, J., & Brinton, M. (1997). Linguistic form, pragmatic function: Relevant research from content-based instruction. In M. A. Snow & M. Brinton (Eds.), The content-based classroom: Perspectives on integrating language and content (pp. 263-273). New York: Longman Publishing Group.