1. ON THE ROAD TO
BILINGUALISM: GETTING TO
THE CORE OF CONTENT-BASED
INSTRUCTION
Kathleen Corrales & César Maloof
Universidad del Norte
ELT Conference 2009, Bogotá
4. Definition of CBI
“The concurrent study of language
and subject matter, with the form
and sequence of language
presentation dictated by content
material…”
Brinton, Snow, & Wesche (1989)
5. Features of CBI
• Curriculum based on content
• Language is a medium for learning
content and content is a resource for
mastery of language
• Dual objective: content & language
mastery
• Authentic language, texts & tasks
• Better meets students needs
• Language is approached at a
discourse level
6. Role of Teachers
• Knowledgeable about the target
content area
• Knowledgeable about language
• Co-teaching
• Team-teaching
8. Sheltered Model
Definition Subject matter courses with
an integration of language
Teachers Subject-matter teachers
Students ESL/EFL learners
Special •Focus on learning content
Features •Possible team-teaching with
language professional
•Used in Bilingual schools
9. Adjunct Model
Definition Link language & content courses
Teachers Subject-matter teachers
Students Only ESL/EFL learners in
language class / mixed learners
in linked class
Special •Language and study skills while
Features learning academic content
•Balance in language & content
•Coordination between teachers
•Used usually in ESL university
settings
10. Theme-based Model
Definition Based on topics or themes
Teachers Language teachers
Students ESL/EFL learners
Special •Focus on language &
Features content
•Easily adapt to needs of
learners
•Easily integrated into
course
•Widely used in EFL
11. LCT Model
Definition CBI combined with
task-based
Teachers Usually language teachers
Students Only ESL/EFL learners
Special •Students do real-world
Features tasks using authentic
materials
•Uninorte Business English
12. Skills-based Model
Definition Integration of language skills
& content
Teachers Usually language teachers
Students ESL/EFL learners
Special •Focus on specific language
Features skills (e.g., academic
writing)
•Integrate content, language
& skills
•EAP, ESP, VESL
13. Challenges of CBI
• Teachers
– Training in content/language and
methodology
– Willingness to teach CBI
• Balancing language/content *
• Choosing relevant topics
• Finding appropriate authentic
materials
• Budget
22. Method and Techniques
• Paradigm: Qualitative
• Design: Ethnographic
• Participants: 16 medical English
students, level 4
• Techniques:
– Class observations
• Presentations
• Whole-class interaction
– Learning diaries
– Semi-structured interviews
23. Effects of CBI
• Language gains
• Gains in subject-matter knowledge
• Increase in learner motivation
• Improvement in students’ self-confidence
• Higher self-assessment of own skills
• Positive influence on attitude towards
language
24. Reasons behind these
effects
• Motivates
• Raises self-confidence / lower anxiety
• Matches students’ interests and needs
with interesting and meaningful content
• Facilitates content-language interaction
• Develops camaraderie
• Activates prior knowledge
• Provides language models for imitation
• Uses “appropriate” methodology
25. Why would CBI be effective in
Colombia?
• Highly efficient both
lang. & content
• Helps meet the needs of
the students
• Students find it more ?
interesting, relevant, and
challenging
• Teachers find it interesting
to teach
26. Issues to consider
• Educators must teach language
in a way that is different from
the method they would use for
general English courses
• Importance of using both
listening and written authentic
material in class
• Theme-based = most viable
27. Is CBI a possibility for your
school?
How can you implement CBI
into your program?
29. Balancing content & language
Focus on language Focus on content
• Remember: this is a language class and
not a content class.
• Students need input in terms of
language to deal with content
