10. Demographic changes in the university students
population in native-English contexts
emergence of English as an international
language (Crandall & Kaufman, 2002)
11. CBI can be considered,
simultaneously, as a:
• Philosophical orientation
• L2 teaching approach
• Methodology
• Syllabus design for one specific
course
• Structure for an entire program
study
12. CBI is “the teaching of content or
information in the language being
learned with little or no direct or
explicit effort to teach the language
itself separately from the content
being taught” (Richards & Rodgers
2001)
14. 1. All CBI programs are based on a
subject matter core (Stryker &
Leaver, 1997; Wesche, 1993)
15. Past L2 approaches
Grammatical-structural or skill-based
orientation
Content was far from the classroom
Class time was filled with language
manipulation and discussions about
usage (Krueger & Ryan, 1993)
16. CBI calls for a top-
down approach to
L2 teaching that
focuses on meaning
(Crandall &
Kaufman, 2002)
18. Students learn
simultaneously learn content
and language because the
“artificial” separation between
language and content is
eliminated (Stryker & Leaver,
1997)
19. 2. CBI programs all have the double
objective of content mastery and L2
development.
26. Secondary goals of CBI are:
• Developing critical thinking skills
• Gaining cultural insights
• Developing strategy and coping
mechanisms for dealing with new
language
(Owens, 2002; Snow, 1993; Stryker
& Leaver, 1997)
27. 3. The content and learning activities
correspond to the linguistic,
cognitive, and affective needs of the
students and are appropriate to their
professional needs and personal
interests
28. 4. CBI programs use authentic
language and texts.
The core material used in class is
selected from that which was
produced for native language
speakers
29. 5. CBI asks students to use the
target language to do asignments