Content-Based Instruction

CBI is an effective method of combining language and content learning. Theme based CBI works well in
EFL contexts. Method of language instruction in which content and language are integrated. read

Content-based instruction (CBI) is teaching organized around the content or information that student
will acquire, and not around the linguistic or other type of syllabus. slide

Content refers to the substance or subject matter that we learn or communicate through language
content rather that the language use to convey it. CBI is built on the principles of Communicative
Language Teaching. Classroom needs to be filled with real and meaningful communication where
information is exchanged. Read

Approach

Content-based instruction is based in two 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 in it. This principle reflects one of the motivations
for CBI noted earlier that it leads to more effective language learning.
2. It better reflect learners needs for learning a second language. Many ESL,EFL programs focus on
preparing students for academic studies or for mainstreaming.

Theory of Language

Language involve meaning and information are communicated and constructed through text and
discourse.

Sentence>>clauses, phrases>>speech events>>text types

Language use draws or Intergraded Skills

- CBI sees language as combination of several skills used together.

- Grammar is seen as a component of other skills.

Language is Purposeful

Language is use for a specific purpose such as, vocational, social or recreational. In order to make the
content comprehensible, teachers need to make adjustments and simplifications for the students to
learn.

Theory of Learning

CBI makes an assumption that learners learn best when they are given language in a meaningful,
contextualized form with the primary focus on acquiring information.

1. People learn a second language more successfully, when the information they are acquiring is
perceived as interesting, useful and leading to a desire goal.
2. Language learning is more motivating, when students are focusing on something other than
language, such as ideas, issues and opinions.
3. Some content areas are more useful than others.
 4. Teaching builds on the previous experiences of the learners. CBI build on students knowledge
and previous experiences. Students bring a wealth of knowledge to the classroom.

Design

Objectives

In CBI, the language is second to learning the content. The objectives relate to the content, not to the
language.

Syllabus

The syllabus comes from the content. However it is common for a topical syllabus to be used in theme-
based CBI.

Types of Learning and Teaching Activities

Stroller (1997) proposed classification categories :

1. Language skills improvement

2. Vocabulary building
3. Discourse organization
4. Communicative interaction
5. Study skills
6. Synthesis of content materials and grammar

Learner roles

- Become autonomous
- Support each other
- Active interpreters of input
- Willing to tolerate uncertainty
- Willing to explore alternative learning strategies and sources of content
- And have a learn by doing attitude

Teacher roles

- A good language teacher

- Knowledgeable in the subject matter
- Be able to draw out that knowledge from students

Stryker and Leaver suggest the following essential skills for any CBI instructor

1. Varying the format of classroom instruction

2. Using group work and team-building techniques
3. Organization jigsaw arrangements
4. Defining the background knowledge and language skills required for students success

The role of materials

Whatever facilitates subject matter of the content course. Comprehensibility and authenticity are both
important in CBI. In addition, instructional media enriches the context.

Types of classes

1. Sheltered content instruction

2. Adjunct language instruction
3. Team teach approach

Principles of CBI

- The subject matter content is used for language teaching purposes

- Teaching should build on students previous experience
- Learners feel motivated when they perceive the relevance of the language used
- The teacher helps students to complete or build expressions when they cant
- Language is learned most effectively when it is used with a real purpose
- Vocabulary is easier to acquire when it is used to convey meaning
- Language support is needed when they work with authentic subject matter
- Learners work with meaningful and cognitively demanding language and content
- Communicative competence involves more than using language conversationally.