The special contribution on CBI is that it integrates the learning of language with the learning of some content, often academic subject matter.

1. CONTENT-BASED
INSTRUCTION
Presented by:
Joel Acosta
Maria Guedez
Carolina Mills

2. Content-Based Instruction
 Concept and background
 Approach
 Theory of language / Learning
 Purpose of CBI
 Objectives / Syllabus
 Types of Learning and Teaching activities
 Learner´s role and Teacher´s role
 Skills for any CBI instructor (Stryker & Leaver)
 Material´s role
 Types of classes
 Principles of CBI

3. 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.

4. 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.
Content refers to the substance or subject
matter that we learn or communicate through
language content rather that the language used
to convey it.

5. 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.

6. 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.

7. 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.

8. Theory of Language
LANGUAGE
MEANING INFORMATION
COMMUNICATED
CONSTRUCTEDTEXT DISCOURSE

9. 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

10. 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.
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.

11. 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.

12. 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.

13. 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

14. 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

15. Teacher ´s role
A good language teacher
Knowledgeable in the subject matter
Be able to draw out that knowledge from students

16. 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

17. 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.

18. Types of classes
1. Sheltered content instruction
2. Adjunct language instruction
3. Team teach approach

19. 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.
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.