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Transcript of Content-Based Instruction
Theory of learning
People learn a second language most successfully when the information they are acquiring is perceived as interesting, useful, and leading to desired goal.
Contemporary models of content-based instruction
The principles of CBI can be applied to the design of courses for learners at any level of language learning
Content-Based Instruction is based on the following two central principles, they are:
The role of content in other curriculum designs
Theory of language
* Language is text -and discourse-based
* Language use draws on integrated skills
* Language is purposeful
Types of learning and teaching activities
The role of Learners
The role of
The role of materials
Courses at the university level
Courses at the elementary and secondary level
Courses in private language institutes
Stryker and Leaver in 1993
* Become autonomous
* Vocabulary building
* Discourse organization
* Communicative interaction
* Study skills
* Synthesis of content materials and grammar
* Language skills improvement
* Support each other
* Willing to tolerate uncertainty
* Willing to explore alternative learning strategies
* Active interpreters of input
Examples of Objectives
* Content Course Objectives / Language Learning Objectives
*K12 programs for ESL students
university foreign language programs
*widely used since 1980s
* Exception: Theme-based instruction model of CBI
* More interesting and motivating.
* Usually TBI works well with four-skill courses
* Learners are not
* Overuse of native language
* Finding information sources and texts
* A wide educational knowledge
* Develop valuable study skills
* Developing collaborative skills
People learn a second language more successfully when they use the language as a means of acquiring information rather than as an end in itself.
* Activate existing English language skills
* Acquire learning skills and strategies
* Develop general academic skills
* Broaden student's understanding of English
Content-Based Instruction better reflects learners’ needs for learning a second language.
Some content areas are more useful as a basis for language learning than others.
Students learn best when instruction addresses students’ needs.
Teaching builds on the previous experience of the learners.
Several different approaches to Content-Based Instruction have been developed at university level
Theme-based language instruction
is organized around themes and topics
is subordinated to more general themes
Sheltered content instruction
*The purpose of SI is to deliver grade level subject matter content in a manner that is accessible to all learners.
*Classes delivered by a core teacher
*content must be comprehensible for learners
Adjunct language instruction
*students are enrolled in two linked courses
*requires a large amount of coordination
Derived from the content
Vary in detail and format
In accordance with learning goals
*a variation on the adjunct approach
Built around specific topics and subtopics
*teacher finds authentic or realistic situations
acts as consultant
Content Based Instruction refers to an approach to second language teaching in which teaching is organized around the content or Information that students will acquire rather than around a linguistic or other type of syllabus.
Designed at macro and micro levels
“Instructors must be more than just good language teachers. They must be knowledgeable in the subject matter and able to elicit that knowledge from their students” (Stryker and Leaver 1993: 292)
As with other elements in CBI, the materials that facilitate language learning are the materials that are used typically with the subject matter of the content course.
*models are later presented and discussed
*aim of adjunct classes is to prepare students for "mainstream" classes
* Viewing a segment of the movie
* Linguistic Analysis
* Preparation for film
* Discussion of the film
* Discussion of the reading
* Videotaped interview
* Preparation of articles
* Presentation of articles
* Wrap-up discussion
Approach rather than a method
No specific techniques associated
Material and activities selected according to match the type of program
Example: Mixture of personal interest of the students and technical processes
Ways for providing input
Report writing skills
Grammar for science
"Every teacher, an English teacher"
Programs for Students with Limited English Proficiency (SLEP
Language for Specific Purposes (LSP)