The document discusses content-based instruction (CBI) as an approach to teaching a second language. CBI uses information from academic subjects as the basis for language lessons rather than focusing solely on linguistic skills. It has several key principles: students learn a second language more effectively when using it to acquire academic content; CBI aligns with learners' needs; and it integrates language and subject learning. The document also reviews different types of CBI, its rationale, observations of CBI principles in practice, and techniques used in CBI like dictogloss, graphic organizers, and process writing.

1. BERNA ÖZDEMİR
EMİNE ÖZKURT
ESRA TAMER
HABİP TÜREYEN
KADİR BUĞRA YÜKSEK

2. CONTENT
I. Content- based Instruction
A.Introduction
a. What is CBI?
b. Types of CBI
B.Rationale for Content-based Instruction
C.Experience
D. Thinking about the Experience
E.Reviewing the Principles
F.Reviewing the Techniques
Conclusion

3. WHAT IS CONTENT-BASED
INSTRUCTION?

4. Content–based Instruction refers to
an approach to second language
teaching in which is organized
around the context or information
that students will acquire, rather
than around a linguistic or other
type of syllabus.
Content–based Instruction refers to
an approach to second language
teaching in which is organized
around the context or information
that students will acquire, rather
than around a linguistic or other
type of syllabus.

5. «Language as a vehicle for learning content.»«Language as a vehicle for learning content.»

6. Howatt(1984): there are two
versions of communicative
approach :
strong form
 weak form

7. a strong version a weak version
give students
opportunities to practice
communication
to practice English for
communicative purposes
entails ‘using English to
learn it’
could be described as ‘
learning to use’ English

8. Content-based
Instruction
Participatory
Approach
Task-based
Approach
Strong
version

9. CBI as a method with many faces…
Task is often used with reference to both content and
methodology..
Syllabus design and methodology blurred

10. CBI as particular examples of a task-based approach.
Task-based participatory
Content-based

11. Students would
learn the language as
a by-product of
learning.
Classroom
should focus on
communication.

12. The Central Principles
1.People learn L2 more succesfully
when using language as a means of
acquiring information.
2. CBI reflects learners’ needs for
learning a second language.

13. TYPES OF CBI
1. Theme-based language instruction
2. Sheltered content instruction
3. Adjunt language instruction
4. Team-teach approach
5. Skill-based approach

14. Rationale for Content- based
Instruction
• Thought of as teaching a ‘language for specific purposes’ (LSP)
• In academic settings, language for academic purposes
• Competency-based instruction is by studying vital ‘life-coping’ or
‘survival skills’

15. • not exclusively a language program, but instead it
integrates the learning of language
• ‘language across the curriculum’
• teaching academic subjects, such as history or science
• content and language integrated learning (CLIL)
• amalgam of language learning and subject learning

16. • first to establish literacy in their native
language
• second to draw on what is known about how
children learn

18. Thinking about
the Experience

19. Observations Principles
1. Studying geography through
the target language
Content and language are
targets for learning.
2. Asking to students about a
globe
Previous experience
3. Supplying the missing
language in any trouble
Scaffolding the linguistic
content
4. Calling out the answers,
writing them on the
blackboard
Perceiving the relevance of
language use

20. Observations Principles
6. Fill-in the blanks exercises Vocabulary is easier to acquire
when there are contextual clues.
7. Providing examples using present
passive with lattitude and longtitude
coordinates
When working authentic subject,
students need language support.
8Finding cities on the globe Working with meaningful,
cognitively demanding language
9. Using a dictogloss, discussing its
organization
Learning discourse organization of
academic texts

21. Reviewing The
Principles

22. The goals of
teachers
 Master language and
content
 Encourage the
development

23. The role of
teacher and
students
. A good language teacher
.Knowledgeable in the subject
matter
.Be able to draw out that
knowledge from students
. Students’ role is to engage
content and language.

24. The characteristics
of the
teaching/learning
process
Understanding authentic texts
Making meaning clear
Designing activities
Highlighting how language is used

25. The nature of student-
teacher and student-
student interaction
 Teacher guides student
learning
 Supporting them
 Students often work
collaboratively

26. The feelings of
students

27. The view of
language and
cultureLanguage is
meaningful
Culture is addressed
in teaching.

28. Emphasized areas and
skills of language
The role of the
students’ native
language

29. Evaluation
Students’ errors

30. Teacher Preparation
 Having content and language
knowledge
 Helping teachers to
understand the rationale
 Giving teachers practice
designing
 Sheltered Instruction
Observation Protocol (SIOP)
 Adjunct Model
 Focusing on helping the
students ; such as,
-Comleting academic
tasks
-Improving note-taking
activities
-Reading academic
textbooks

31. Whole Language
 used with second language learners
 language to be regarded holistically rather than
pieces
 working from top-down not the bottom-up
 providing content- rich curriculum
 errors as part of learning
 colloboration between teacher and students
 zone of proximal development

32. REVIEWING
THE
TECHNIQUES

33. Dictogloss
 first listening is for the main idea
 the second is for details
 working with a partner or in a small group

34. Graphic Organizer
 visual displays
 including diagrams, tables, columns and
webs
 facilitating recall of cognitively demanding
content

35. Language Experience
Approach
writing story about their life
experiences
practicing reading with the assistance
of teacher

36. Process writing
 brainstorming about the topic
 product-oriented’
 collect and evaluate what students have
written
 shifting the emphasis in teaching writing

37. Dialogue Journals
 keeping dialogue in journals
Using journals in class or for homework
 writing a response but not correcting form

38. CONCLUSION