The materials play a central role, CBI needs
different resources, forms, designs and they
have to be very authentic and comprehensible.
Some examples are magazines in  the target
language, demonstrations, charts, graphic
organizers, pre-teaching vocabulary, etc.
The types of classes are sheltered content
instruction (this refers to content courses taught
by a content- area specialist to a group of ESL
learners), team based model (the syllabus is
organized by themes and the language syllabus is
subordinated to the more general theme), skills-
based model (it focuses on a specific academic
area that is linked to concurrent study of specific
subject matter) and adjunct language instructions
( Students are enrolled in two linked courses, one
a content course and one a language course, with
both sharing the same content base).
PROCEDURES
There are not specific techniques or lessons
procedures, because it is not a method, it uses
procedures to teach a subject matter, but with
adjustments according the learner’s level of
proficiency.
CONTENT-BASED
CONTENT-BASED
INSTRUCTION
INSTRUCTION
(CBI)
(CBI)
REFERENCES
Richards & Rodgers (2014) Approaches and Methods in
Language Teaching (3rd ed.). Cambridge University
Press. pp 116-135.
Ingrid Carolina Bendek 26162054
Beniashvili, K. (2015, June 15th). CBI- Content-Based Julie Alejandra Diaz - 26162092
Instruction[video]. Retrieved from
https://www.youtube.com/watch?v=K65QUGfXlz8 
Jiménez, J. (2019, May 6th ). Content-Based
Instruction[video]. Retrieved from
GROUP 20
https://www.youtube.com/watch?v=r0DvXxqO94o
Blair, B. & Lago, B. (2012)Methods of Language
BA IN SPANISH, ENGLISH, AND FRENCH
Teaching.Retrieved from FOREIGN LANGUAGE DIDACTICS
https://hlr.byu.edu/methods/content/content-based.html
Chepe, P.(2013, January 23rd)Content-Based
Instruction[slide share]. Retrieved from
https://www.slideshare.net/19chepe/content-based-
instruction-16143752
 INTRODUCTION
CBI is an approach that combines
language and content learning in which
teaching is organized around the content
that students will acquire. In that way,
students learn language and content at the
same time. It means to learn about history
or science through a foreign language.
CBI draws on the principles of CLT
(Communicative Language Teaching),
these principles share the idea that classes
should focus on real communication and in
the exchange of information.
In Europe is called CLIL (Content and
Language Integrated Learning), although it
differs in some areas of the CBI.
The benefits of CBI are:
1. Students would learn the language as a
result of learning about real-world
content.
2. It is an approach that promotes both
academic skills development and
language proficiency.
3. It supports immersion education in which
student goals are: developing of a high
level of proficiency, developing of a
positive attitude toward those who speak
the foreign language and their culture
and gaining the skills and knowledge in
the content areas of the curriculum.
APPROACHES
It is based in two principles:
1. People learn using language as a mean of acquiring
information.
2. It reflects learners’ needs for learning a second
language. Content provides the basis for activating both
the cognitive and the interactional processes that are the
starting point for a second language.
THEORY
THEORY OF
OF LANGUAGES
LANGUAGES
→ Lexis is central in integrating language and
content. 
→ Language is text and discourse based. (vehicle for
learning content).
→ Grammar is a resource for communicating
content.
→ Language use draws on integrated skills.
THEORY
THEORY OF
OF LEARNING
LEARNING
→ Comprehension is a necessary condition for
second language learning to occur.
→ Negotiation of meaning plays an important role
in understanding content.
→ Learning is facilitated by corrective feedback.
→Learning of both content and language is
facilitated by dialogic talk. (Teaching builds on the
previous experience of the learners)
DESING
OBJECTIVE
It depends on the content course objectives and
they should activate and develop existing English
language skills, to acquire learning skills and
strategies that could be applied in future language
development opportunities, to develop general
academic skills applicable to university studies in all
subject areas and to broaden students’
understanding of English- speaking people.
THE SYLLABUS
It consists of the sequence of modules selected to
reflect student interests and a multidisciplinary
perspective. The modules are designed and related
one another and create a cohesive transition of
certain skills, vocabulary, structures and concepts.
ACTIVITIES
They are classified according to the instruction and
focus, language skills improvement, vocabulary
building, discourse organization, communicative
interaction, study skills and synthesis of content
material and grammar.
ROLES
The learner’s role is active in order to become
autonomous and to be collaborative.
Teacher must be knowledgeable in the subject
matter and able to elicit that knowledge from the
students, they also need to keep context and
comprehensibility foremost in their planning and
presentations