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