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Design

The framework consists of six universal knowledge structures:

Types of learning and teaching activities

Syllabus

Learner’s roles

CBI is in the “learning by doing” school of pedagogy. So, it assumes the ACTIVE ROLE of learners.

Stoller provides a list of activities classified according to their instructional focus. Classification categories are:

- Language skill improvement

- Vocabulary building

- Discourse organization

- Communicative interaction

- Study skill

- Synthesis of content materials and grammar

Learners are expected to be:

- Active interpreters of input

- Willing to tolerate uncertainty along the path of learning

- Willing to explore alternative learning strategies

- Willing to seek multiple interpretations of oral and written texts

- Active sources of content and joint participant in the selection of topics and activities.

- Description

- Sequence

- Choice

- Concepts/ Classification

- Principles

- Evaluation

Objectives:

- The objectives in a typical CBI course are stated as objectives of the content course.

- Achievements of content course objectives are considered as necessary and sufficient evidence that learning objectives have been archived as well.

- An exception of this is the theme-based instructional model of CBI.

- It is usually derived from the content area.

- It follows a theme-based model in which content and instructional sequence is chosen according to language learning goals.

- This theme-based model uses a topical syllabus.

Adjunct Approach:

1- Understanding specialized science terminologies and

concepts

2- Report writing skills

3- Grammar for science

4- Note-taking skills

The role of teachers

The role of materials

  • The materials are the ones used typically with the subject matter of content course and they must be “authentic”.

Teachers have to create truly learner centered classroom.

Stryker and Leaver suggest the following essential skill for any CBI instructor:

1. Varying the format of a classroom instruction

2. Using group work and team-building techniques

3. Organizing jigsaw reading arrangements

4. Defining the background knowledge and language skill required for students success.

5. Helping students develop coping strategies

6. Using process approaches to writing

7. Using appropriate error correction techniques

8. Developing and maintaining high levels of student esteem

Background

CBI:

  • Organized around the content
  • Content learned with no effort to teach the language itself

Saint Augustine:

  • Proposed Content-Based Language Teaching
  • Making focus on the meaningful content in language teaching.

  • It uses the same principles that Communicative Language Teaching that emerged in the 1980´s

Courses in private language institutes

Content

  • William Safire (1998) : Linguistic and columnist from the New York Times

  • Used to make reference to the subject matter or substance that we learn or communicate through language.

  • Real –world content

  • Focus in real communication and the exchange of information

Courses at the elementary and secondary level

Theme-based approach: :

1- Grouping strategies

2- Alternative ways for providing input

3-Techniques for making subject matter comprehensible

4-Opportunities to develop language proficiency for academic purposes

Content-Based Instruction (CBI)

Procedure

1. Linguistic analysis

2. Preparation for film

3. Viewing a segment of the movie

4. Discussion of the film

5. Discussion of the reading

6. Videotaped interview

7. Discussion

8. Preparation of articles

9. Presentation of articles

10. Wrap-up discussion

Contemporary models of CBI

Courses at the university level

Theory of Learning

  • Successful language learning occurs when students are presented with target language material in a meaningful, contextualized form with the primary focus on acquiring information.

  • People learn a second language most successfully when the information they are acquiring is perceived as interesting, useful, and leading to a desired goal.

  • Students learn best when instruction addresses student's needs.

  • Teaching builds on the previous experience of the learners.

 Theme-based language instruction

 Sheltered content instruction

 Adjunct language instruction

 Team-teach approach

 Skills-based approach

Approach

Theory of language

The role of content in other curriculum designs

Two central principles:

1) People learn a second language more successfully when they use the language as a means of acquiring information, rather than as an end itself.

2) CBI better reflect learners' needs for learning a second language.

  • Language is text- and discourse-based

  • Language use draws on integrated skills

  • Language is purposeful
  • Language across the Curriculum

  • Focus on reading and writing

  • Language skills in the content subjects
  • Immersion Education

  • Immigrant On-Arrival Programs

  • Programs for Students with Limited English Proficiency (SLEP)

  • Language for Specific Purposes

Activity

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