presentasi cbi ku
DESCRIPTION
Content Based Instruction (CBI) by Zaenul WafaTRANSCRIPT
CONTENT BASED INSTRUCTION
CONTENT-BASED INSTRUCTION
Introduction
Rationale for the adaption of CBI
Underlying principles
Models of CBI
Role ( teacher, student and material)
Strategies and techniques applied in CBI
CBI in Indonesia Context
ConclusionBACK
Content based instruction (CBI) is a teaching approach that
emphasizes learning about something (content) rather than
learning about language. Although CBI is not new, there has
been an increased interest in it over the last ten years,
particularly in the USA and Canada where it has proven very
effective in ESL immersion programs. This interest has now
spread to EFL classrooms around the world where teachers are
discovering that their students like CBI and are excited to learn
English this way
INTRODUCTION
BACK
Content-based instruction (CBI) is teaching organized around the content or information that students will acquire, and not around the linguistic or other type of syllabus.
“Content“ refers to the substance or subject matter that we learn or communicate through language content rather that the language used to convey it.
BACK
CBI is built on the principles of Communicative Language Teaching.
Classroom needs to be filled with real and meaningful communication where information is exchanged.
CBI is designed to provide second-language learners instruction in content and language.
BACK
Rationale for the adaption of CBI
The rationale of CBI comes from
Bilingual Education
Educational and Cognitive Psychology
Second Language Acquisition (SLA)
BACK
Bilingual Education
CBI provides bilingual education
Based on the assumption
“ Bilingual imposes a cognitive burden and
deters students’ cognitive development”
BACK
Educational and Cognitive PsychologyCBI provides an opportunity for effective integration of content and language
Cognitive stage
learners still collect (find) information
Associative Stage
They put action together
Autonomous Stage
Performance becomes automatic requiring
little attentional effort (much time and
practice)
General states of learning
BACK
Second Language Acquisition
CBI provides exposure and input of English
Because
English as medium to learn certain content (not as a subject)
Perform academic task ( gaining information; listening and reading as well as
conveying information; speaking and reading)
BACK
UNDERLYING THE PRINCIPLES
1. Learning a second language will be more successful when
Learners use the language as a means of acquiring
information
2. CBI reflects learners’ needs for learning a second language.
3. Learning a second language will be more successful when
the information is interesting, useful and leading to desired
Goal.BACK
MODELS OF CBI
CONTENT -DRIVEN LANGUAGE -DRIVEN
o Content is taught in L2
o Content-learning is priority
o Language teaching is secondary
o Teachers must select language objective
o Content is used to learn L2
o Content-learning is priority
o Language teaching is incidental
o Students evaluated on content to be integrated
BACK
Content driven Language driven
Immersion Regular curriculum taught in FL
Adjunct model
Specific learning course, emphasizes on skill (speaking, academic writing
Sheltered It is used at university where the goal of teachers is to enable their ESL students to study the same content material as regular English L1 students. Sheltered CBI is called “sheltered” because learners are given special assistance to help them understand regular classes.
Theme-based
The Theme Based Model: These classes can be taught by EFL teachers who create content material based on the needs and interests of the students
BACK
The strategies and technique that we can useCooperative learning
Task-based(experimental
learning)
Graphic Organizer
Whole language
Work or do the learning activity in group to communicate, share insight and actively construct knowledge.
Appropriate contexts are provide developing thinking and study skills by carrying out specific project (doing science not just read about it)
Integrating language and content instruction as both emphasize meaningful engagement and authentic language use (Oral and written) – (Blanton,1992)
Provides a means for organizing and presenting information so that it can be understood, remembered and applied (Crandall,1992)
BACK
Graphic Organizer visual displays including diagrams, tables, columns and webs
BACK
Language Experience Approach
writing story about their life experiences
practicing reading with the assistance of
teacher
BACK
Dialogue Journals
Keeping dialogue in journals Using journals in class or for homework Writing a response but not correcting form
BACK
Role of Materials
1. Whatever facilitates subject matter of the content course.
2. Comprehensibility and authenticity are both important in CBI.
3. In addition, instructional media enriches the context.
BACK
Teacher ´s role
Varying the format of classroom instruction.
Using group work and team-building techniques..
Defining background knowledge and language
skills
required for student success.
Using process approach to writing.
Using appropriate error correction techniques.
Developing and maintaining high levels
Developing and maintaining high levels student
esteem.
BACK
Learner ´s role
Become autonomous
Support each other
Active interpreters of input
Willing to tolerate uncertainty
Willing to explore alternative learning strategies and sources of content
And have a learn by doing attitude
(Stryker and leaver 1993: 286)
BACK
FOCUS – UNDERSTANDING LECTURESSkill Activity 1
Listening Lecture on Altered states of consciousness (simulated by the ESL instructor or presented on video) students take a note.
Skill Activity 2Study Skill Students complete a close passage constructed from instructors’ model lecture
noteSkill Activity 3
Speaking Group work-students compare their notes with the model notes and discuss ways to determine relevant or extraneous material, use of abbreviations and organization of notes
Skill Activity 4writing Students prepare one-page summaries of the main points contained in their
lecture note
AN ILLUSTRATION OF INSTRUCTION IN THE CLASSROOM
BACK
CBI in Indonesian Context
THE VISION OF SGY“Helping students to develop communication skill and actualize their academic both Indonesian and English”
English is taught by expatriate teachers from Australia, USA and The UK, whereas, Indonesian is taught by Indonesian
teachers
Language Strand
Strand As Media in subject
English Spelling, listening and speaking
Science, art, math
Indonesian
Indonesian Grammar, vocabulary etc
Indonesian and religion
Bilingual Handwriting, research skill
Sport and humanity
BACK
CONCLUSION
o CBI is an approach of teaching that integrates language
learning and curriculum content or subject matter.
o The objective is to improve students’ second language
proficiency as well as the content.
BACK
CONCLUSION
The subject matter content is used for language teaching purposes.
Teaching should build on students' previous experiences.
Learners feel motivated when they perceive the relevance of the
language
used.
The Teacher helps students to complete or build expressions when
they can´t.
Language is learned most effectively when it is used with a real
purpose.
Language support is needed when they work with authentic subject
matter.
Learners work with meaningful and cognitively demanding language
and content.
Communicative competence involves more than using language
conversationally.
BACK