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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of content course objectives are considered as necessary and sufficient evidence that learning objectives have been archived as well.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
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:
Saint Augustine:
Content
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
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
Theory of Learning
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.
Activity