Content-Based

Instruction
By Mohamed Reda Chachi Supervised by
HASSAN BOUKSIM Dr. Hicham Laabidi
 ●An approach to second
language teaching in which
What is CBI? teaching is organized around
the content or information that
students will acquire.
 ●Comprehension is a necessary condition for second
language learning to occur.
●Negotiation of meaning plays important role in
understanding content.
●Learning is facilitated by corrective feedback.
1. Explicit correction
Theory of
2. Clarification request
learning
3. Recast
4. Elicitation
5. Repetition
6. Metalingual feedback
7. Learning of both content and language is facilitated
by the dialogic talk
●Scaffolded learning plays an important part in
CBI.
 ●Lexis is central in integrating language
and content.
●Grammar is a resource for
Theory of communicating content.
language
●Language is text and discourse-based
●Language use draws on integrated skills
 ●Master both content and language
●To develop and activate the
existing English language skills
●To acquire learning skills and
Goals of CBI strategies
●To develop general academic skills
●To broaden students’
understanding of English-speaking
people
 Content-driven CBI Language-driven CBI

Content is taught in L2 Content is used to learn L2

Content learning is priority Language learning is priority

Language learning is secondary Content learning is incidental

Content objectives determined by course goals or Language objectives determined by L2 course goal or
curriculum curriculum

Teachers must select language objectives Students evaluated on content to be integrated

Students evaluated on content mastery Students evaluated on language skills/proficiency

Met, 1999
 ●Autonomous
●Active role
Students’ role
●Sources of content
 ●Needs analyst
●Responsible for selecting and
adapting materials
Teacher’s role ●Collaborate with students
●Provide scaffolded guidance
●Discourse and conversation analyst
●Teaching skills for any CBI instructor:
a) Varying the format of the classroom activities.
b) Using group work and team-building
techniques
c) Organizing jigsaw reading arrangement
d) Defining the background knowlegde and
language skills required for student success
e) Using process approach to writing
f) Using appropriate error correction techniques
g) Developing and maintinaing high levels of
student esteem
 ●Teachers must understand the authentic
Characteristic texts.
s of the
teaching and ●Teachers design activities that address
both language and content.
learning
process ●Thinking skills are also taught to help
students undertake academic tasks.
 ●Student-student interaction:
Teacher guides students learning.

Interaction ●Teacher-student interaction:

Students often work
collaboratively to understand the
content
How are ●Learning content and
feelings of language together keeps
students dealt students interested and
with?
motivated
 ●Theme based language instruction
Contemporary ●The syllabus is based on themes as
models of pollution, business and marketing,
content based and women's rights
instruction ●Themes are introduced through
Courses at reading
university ●Audio and videos are used for
level listening comprehension
❑Sheltered content instruction
●Content course taught in SL to ESL
learners.
●T presents in a comprehensible way
●T chooses and adjusts suitable texts to
accommodate S
⮚Example:
●Ottawa: English for business and
economics
❑Adjunct language instruction
●Two linked courses: content and
language
●Content is shared
●Mutually coordinated assignments
❑Team teach approach
●Birmingham example:
●Focus on lecture comprehension and writing of
examination questions
●Both teachers help s
●Singapore example:
●English for occupational purposes:
●Prepare s for writing tasks: memos, meeting reports..
●Assignment: T provides authentic and realistic
situations
●T acts as a consultant
❑Skilled based approach
●Focus on academic skill
●S write about things studied
●S practice different forms of writing:
short essays, summaries..
●Writing is integrated with reading and
listening
 ❑Theme based approach
●Theme-based-modules: designed to
facilitate entry
Courses at the
elementary ●Focus is on learning strategies and
concepts
and secondary
level ●Success of the model hinge upon
cooperative learning in heterogeneous
small groups
❑Adjunct approach
●Focus is on understanding
specialized science terms and
concepts
●Grammar for science
●Report writing and noting skills
How is
●Language is a medium via which content is
language conveyed
viewed? How ●Culture of the TL
is culture
viewed ?
What areas of
language are ●Vocabulary
emphasised? ●grammar structures
What ●All the four skills are intergrated in authentic
language skills context
are
emphasised
What is the ●No overt role for NL
role of the
students NL
How is ●Evaluated on the knowledge of the
evaluation content
accomplished
?
How does the
teacher ●Provide the correct answer
respond to ●Self correction
students
errors?
 ●Dictogloss
●S listen twice to a short talk or reading
●First, listen for the main idea
●Second listen for details
Techniques ●Third, write down what they have remembered
●Fourth, use notes to reformulate as a practice
●Fifth, work in small groups to come up with the
best version of what they read
 ●Graphic organizer
●Visual aids help organize and remember
information
●Tables, columns and webs
Graphic ●Language experience approach
organizer ●S dictate a story about the life
●T writes it down in TL
●S read their stories
●The link btw text and meaning is facilitated
 ●Process writing
●Assign topics to write
Process
writing ●Brainstorming is done in the pre writing
stage
●Have s write without interruption
●T evaluate what they have written
Thank you