content-based instruction (s aint a ugustine 1980)
TRANSCRIPT
CONTENT-BASED INSTRUCTION(SAİNT AUGUSTİNE 1980)
BACKGROUND
Content-Based Instruction is; An approach for second or foreign language
learning. Organized around the content or information that
students will acquire.
Krahnke offers that;Teaching of content or information in language teaching by using the language.
WHAT DOES CONTENT MEAN?
Topic or subject matter going to be taught.
Through language we can communicate.
CBI FOCUSES ON;
The integration of language and content instruction.
The language of content area. Using the language as a tool to acquire
information. Learner’s interests and needs.
IN MANY CONTEXTS STUDENTS LEARN LANGUAGE AND SUBJECT MATTERS SEPARATELY.
Language
classes
Subject matter
classes
Language and Subject matter
But in CBI, students learn language and subject matter simultaneously.
CBI TAKES SOME OF ITS THEORY AND PRACTICE FROM THESE CURRICULUM APPROACHES;
Language across the Curriculum Immersion Education Immigrant On-Arrival Programs Programs for Students with Limited
English Proficiency Language for Specific Purposes.
THE ROLE OF CONTENT IN OTHER CURRICULUM DESIGNS. Language Accross The Curriculum.
Reading and writing in all subject areas.Language skills –teach in content
Immersion Education.Language: Vechile for learning content.
Immigrant On Arrival Programs.ImmigrantsReal-world content
Programs For Students With Limited English Proficiency.Supply children with enough language competency.
Language For Specific Purposes.Specific task or job
APPROACH
The term CBI is commonly used to describe approaches integrating language and content.
What is content? The focus of CBI lesson is on the topic
or subject matter
THEORY OF LANGUAGE
Language is text and discourse based.
Language use draws on integrated skills.
Language is purposeful.
SEVERAL BASIC ASSUMPTIONS ON LEARNING. THESE ARE,
Language is taught together with the content rather than in isolation.
Using language as a means of acquiring information is necessary.
The information acquired must reflect learners’ interests and need.
Some content areas may be more useful as a basis for language learning.
Students are kept motivated and interested for better learning.
Teaching builds on the previous experience of the learners.
In CBI there is a mastery of subject content and related language proficiency.
DESIGNOBJECTİVES
Language learning is in the backgroud. Priority given to content learning. Objectives are determined by course goals or
curriculum. An example of the objective of CBI in Berlin: To activate and develop existing English language
skills. To acquire learning skills and strategies for future. To develop general academic skills. To broaden students’ understanding of English-
speaking people.
SYLLABUS The syllabus is shaped according to the content. Theme-based model →→ topical syllabus.
It is the organization of the Intensive Language Course at the Free University of Berlin.
1. Drugs2. Religious
Persuasion3. Advertising4. Britain and Race
Question5. Native Americans6. Modern
Architecture7. Microchip
Technology8. Ecology9. Alternative Energy10. Nuclear Energy11. Dracula in Myth,
Noel and Films12. Professional
Ethics
TYPES OF LEARNING AND TEACHING ACTIVITIES
Active –Learning strategies Integration of language and content Two for one learning content and language Variety of similar subject matter. Maximizing opportunities to use and practice
English Activity types by Stoller (1997); Language skills improvement Vocabulary building Discourse organization Communicative interaction Study skills Synthesis of content materials and grammar.
LEARNER’S ROLE
Learners are to be independent. Active interpreters. Colloborative. Learn by doing. Explore alternative learning strategies. Make different interpretations
→reading,writing. Participate in the selection of topics &
activities. Be ready for the requirements of CBI.
THE ROLES OF TEACHER
To have knowledge about the content. To be responsible for selecting and
adopting materials. To create learner centered classrooms. To keep context and comprihensibility
foremost.
THE ROLE OF MATERIALS
Materials should; be authentic and
comprehensible. be relevant to
learners’ needs and interests.
contain the subject matter of content course.
Textbooks are contrary to the very concept of CBI.
These make language learning more successful.
Some examples of materials are; newspapers, magazines, radio and TV broadcasts etc.
CONTEMPORARY MODELS OF CONTENT BASED INTRUCTIONCOURSES AT UNİVERSİTY LEVEL
Theme based instruction; Syllabus is organized with themes or topics like
pollution Sheltered content instruction; For learners of ESL who has a specific purpose. E.g: Courses in English for business. Adjunct language intruction;
Two linked courses: content course↔language course
Team-teach approach; Variation on the Adjunct approach. Skill-based approach Focus on a specific academic skill (academic
writing)
COURSES AT THE ELEMANTARY AND SECONDARY LEVELTHEME BASED APPROACH Selected topics or themes drawn from content area. Teacher generated materials or adopted from
outside recources. To integrate the topic into the teaching of all skills. To assist learners in developing general academic
language skills.ADJUNCT APPROACHContent course ↔ Language courseLinked courses will assist students in developing academic knowledge and cognitive skills that will tranfer from one dicipline to another.
COURSES IN PRIVATE LANGUAGE INSTITUTES
Theme-based model; provide framework and materials for
private language-school market, too. four skills and grammar are thought in
accordance with the main theme. maintains principles for many printed
EFL texts.
PROCEDURE
CBI is an approach not a method.No specific techniques or
activities.Teaching materials & activities
organized according to the program that matches with them.
EXAMPLE FOR THE PROCEDURES İN A CBI LESSONLESSON BUİLT AROUND A FİLM
Linguistic analyses Preparation for film Viewing a segment of the movie. Discussion of the film. Discussion of the reading. Videotaped interview. Preparation for articles. Presentation of articles Wrap-up discussion.
CONCLUSIONADVANTAGES OF CBI
More interesting and motivating. Real purpose. Wider knowledge of the world. Developing valuable thinking skills. Developing collaborative skills.
DRAWBACKS; Teachers
A lack of training in content-based instruction.
Collaboration between the language teacher and the subject matter teacher is imperative
Language proficiency of the subject matter teacher and the language teacher
Students
Limited time to achieve adequate academic level Instructional Materials
Little material available on the market Assessment
How to assess subject matter and language skills within the educational system