Sheltered model: Separation of second/foreign language students from native speakers of that second/foreign language for the purpose

of content instruction. Adjunct model: Students are concurrently enrolled in a language class and a content course. There is a coordination of objectives and assignments between language and content teachers.

EXPANSION OF CONTENT-BASED MODELS The models which were described are well-documented prototypes of CBI. But as we know, in real practice things are not this neatly packaged and clear-cut as it seems in the eyes of theoreticians; and the same thing is also true about CBI. So in recent years, CBI models have evolved into new formats and different features have been borrowed from more than one model and what remains is an amalgamation of models.

STRATEGIES FOR CONTENT-BASED INSTRUCTION What language teachers should have in mind is that since the focus of many content-based ESL/EFL courses is on academic language learning, teaching strategic competence is essential. To be successful academically, all students must be able to: 1) take good lecture notes; 2) prepare study guides; 3) manage their time wisely; 4) develop effective test taking strategies. On the other hand, for content instructors who are concerned with delivering the subject matter, the challenge lies in unpacking difficult concepts in ways appropriate to the learners level. In doing so, content instructors should: 1) modify input; 2) use contextual cues; 3) check for understanding; 4) design appropriate lessons.

CURRENT AND FUTURE TRENDS IN CBI As defined earlier, things are not so clear-cut in practice. So in recent trends of CBI, we seek incorporating principles and techniques from other approaches such as communicative and task-based language teaching, and also integrating technology into CBI. We also Search for the right balance of language and content teaching; based on this view, we can define 2 types of language teaching objectives: content-obligatory and content-compatible. Content-obligatory approach is the so-called context reduced teaching where the focus is mainly on content, while content-compatible approach is closely related to context-embedded teaching. And finally, in recent CBI approaches we seek a more active role for the students; since CBI is a learner-centered approach and the whole procedure must rely on the considerations about learners.

CONCLUSION Regarding the teachers: CBI differs from other methods in that it expands the role of language teacher and content teacher and puts a heavier burden on them. And regarding the students: In CBI, as a student-centered approach, choice of content should revolve around the students current proficiency level, academic or vocational objectives, interests, and needs.

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