2. Content-Based Instruction
• Matrix
• Concept and background
• Approach
• Theory of language / Learning
• Purpose of CBI
• Objectives / Syllabus
• Material´s role
• Types of Learning and Teaching activities
• Learner´s role and Teacher´s role
• Skills for any CBI instructor (Stryker & Leaver)
• Types of classes
• Principles of CBI
3. Content based instruction
Stryker and leaver
Theory of language Theory of learning Role of
instructional
materials
Teacher’s
roles
Student’s
roles
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
• Language is use for a specific
purpose such as, vocational,
social or recreational.
• Language learning is more
motivating when students are
focusing on something other
than language , such as ideas,
issues and opinions.
• Some content areas are more
useful than others.
• 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.
1. Whatever
facilitates
subject matter
of the content
course.
2. Comprehensib
ility and
authenticity
are both
important in
CBI.
3. In addition,
instructional
media
enriches the
context.
• A good
language
teacher
• Knowledge-
able in the
subject
matter
• Be able to
draw out
that
knowledge
from
students
• 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
4. Concept
Is an effective method of
combining language and
content learning Method of language instruction in
which content and language are
integrated
instead of focusing on language forms,
the curriculum in this method is based
on content.
5. Background
Content-based instruction (CBI) is
teaching organized around the
content or information that
students will acquire, and not
around the linguistic or other type
of syllabus.
6. Background
• Content refers to the substance or subject
matter that we learn or communicate through
language content rather that the language used
to convey it.
7. Background
• CBI is built on the principles of
Communicative Language
Teaching.
• Classroom needs to be filled
with real and meaningful
communication where
information is exchanged.
8. Approach
Content-based instruction is based in two assumptions:
1.- People learn a second language more successfully when they use the
language as a means of acquiring information. This assumption reflects
one of the motivations for CBI noted earlier that it leads to more
effective language learning.
9. Approach
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.
11. Theory of language
• Language involve meaning and information are
communicated and constructed through text
and discourse.
12. • CBI sees language as combination of several skills used
together.
• Grammar is seen as a component of other skills.
Language use draws or integrated skills
Theory of language
13. Theory of language
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 .
14. 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
15. Theory of Learning
People learn a second language more
successfully when the information they
are acquiring is perceived as interesting ,
useful and leading to a desire goal.
Language learning is more motivating
when students are focusing on
something other than language , such
as ideas, issues and opinions.
16. Theory of learning
Some content areas are more useful than others.
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.
18. Role of Materials
1. Whatever facilitates subject matter of the content course.
2. Comprehensibility and authenticity are both important in
CBI.
3. In addition, instructional media enriches the context.
19. 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
20. Learner ´s role
• 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
21. Teacher ´s role
• A good language teacher
• Knowledgeable in the subject matter
• Be able to draw out that knowledge from students
22. Stryker & 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
23. Types of classes
1. Sheltered content instruction
2. Adjunct language instruction
3. Team teach approach
24. Principles of CBI
1. The subject matter content is used for language teaching purposes.
2. Teaching should build on students' previous experiences.
3. Learners feel motivated when they perceive the relevance of the
language used.
4. The Teacher helps students to complete or build expressions when they
can´t.
5. Language is learned most effectively when it is used with a real purpose.
25. • 6. Vocabulary is easier to acquire when it is used to convey meaning.
• 7. Language support is needed when they work with authentic subject
matter.
• 8. Learners work with meaningful and cognitively demanding
language and content.
• 9. Communicative competence involves more than using language
conversationally.
Principles of CBI
