CONTENT BASED INSTRUCTION

CONTENT-BASED INSTRUCTION

Introduction

Rationale for the adaption of CBI

Underlying principles

Models of CBI

Role ( teacher, student and material)

Strategies and techniques applied in CBI

CBI in Indonesia Context

ConclusionBACK

Content based instruction (CBI) is a teaching approach that

emphasizes learning about something (content) rather than

learning about language. Although CBI is not new, there has

been an increased interest in it over the last ten years,

particularly in the USA and Canada where it has proven very

effective in ESL immersion programs. This interest has now

spread to EFL classrooms around the world where teachers are

discovering that their students like CBI and are excited to learn

English this way

INTRODUCTION

BACK

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.

BACK

CBI is built on the principles of Communicative Language Teaching.

Classroom needs to be filled with real and meaningful communication where information is exchanged.

CBI is designed to provide second-language learners instruction in content and language.

BACK

Rationale for the adaption of CBI

The rationale of CBI comes from

Bilingual Education

Educational and Cognitive Psychology

Second Language Acquisition (SLA)

BACK

Bilingual Education

CBI provides bilingual education

Based on the assumption

“ Bilingual imposes a cognitive burden and

deters students’ cognitive development”

BACK

Educational and Cognitive PsychologyCBI provides an opportunity for effective integration of content and language

Cognitive stage

learners still collect (find) information

Associative Stage

They put action together

Autonomous Stage

Performance becomes automatic requiring

little attentional effort (much time and

practice)

General states of learning

BACK

Second Language Acquisition

CBI provides exposure and input of English

Because

English as medium to learn certain content (not as a subject)

Perform academic task ( gaining information; listening and reading as well as

conveying information; speaking and reading)

BACK

UNDERLYING THE PRINCIPLES

1. Learning a second language will be more successful when

Learners use the language as a means of acquiring

information

2. CBI reflects learners’ needs for learning a second language.

3. Learning a second language will be more successful when

the information is interesting, useful and leading to desired

Goal.BACK

MODELS OF CBI

CONTENT -DRIVEN LANGUAGE -DRIVEN

o Content is taught in L2

o Content-learning is priority

o Language teaching is secondary

o Teachers must select language objective

o Content is used to learn L2

o Content-learning is priority

o Language teaching is incidental

o Students evaluated on content to be integrated

BACK

Content driven Language driven

Immersion Regular curriculum taught in FL

Adjunct model

Specific learning course, emphasizes on skill (speaking, academic writing

Sheltered It is used at university where the goal of teachers is to enable their ESL students to study the same content material as regular English L1 students. Sheltered CBI is called “sheltered” because learners are given special assistance to help them understand regular classes.

Theme-based

The Theme Based Model: These classes can be taught by EFL teachers who create content material based on the needs and interests of the students

BACK

The strategies and technique that we can useCooperative learning

Task-based(experimental

learning)

Graphic Organizer

Whole language

Work or do the learning activity in group to communicate, share insight and actively construct knowledge.

Appropriate contexts are provide developing thinking and study skills by carrying out specific project (doing science not just read about it)

Integrating language and content instruction as both emphasize meaningful engagement and authentic language use (Oral and written) – (Blanton,1992)

Provides a means for organizing and presenting information so that it can be understood, remembered and applied (Crandall,1992)

BACK

Graphic Organizer visual displays including diagrams, tables, columns and webs

BACK

Language Experience Approach

writing story about their life experiences

practicing reading with the assistance of

teacher

BACK

Dialogue Journals

Keeping dialogue in journals Using journals in class or for homework Writing a response but not correcting form

BACK

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.

BACK

Teacher ´s role

Varying the format of classroom instruction.

Using group work and team-building techniques..

Defining background knowledge and language

skills

required for student success.

Using process approach to writing.

Using appropriate error correction techniques.

Developing and maintaining high levels

Developing and maintaining high levels student

esteem.

BACK

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

(Stryker and leaver 1993: 286)

BACK

FOCUS – UNDERSTANDING LECTURESSkill Activity 1

Listening Lecture on Altered states of consciousness (simulated by the ESL instructor or presented on video) students take a note.

Skill Activity 2Study Skill Students complete a close passage constructed from instructors’ model lecture

noteSkill Activity 3

Speaking Group work-students compare their notes with the model notes and discuss ways to determine relevant or extraneous material, use of abbreviations and organization of notes

Skill Activity 4writing Students prepare one-page summaries of the main points contained in their

lecture note

AN ILLUSTRATION OF INSTRUCTION IN THE CLASSROOM

BACK

CBI in Indonesian Context

THE VISION OF SGY“Helping students to develop communication skill and actualize their academic both Indonesian and English”

English is taught by expatriate teachers from Australia, USA and The UK, whereas, Indonesian is taught by Indonesian

teachers

Language Strand

Strand As Media in subject

English Spelling, listening and speaking

Science, art, math

Indonesian

Indonesian Grammar, vocabulary etc

Indonesian and religion

Bilingual Handwriting, research skill

Sport and humanity

BACK

CONCLUSION

o CBI is an approach of teaching that integrates language

learning and curriculum content or subject matter.

o The objective is to improve students’ second language

proficiency as well as the content.

BACK

CONCLUSION

The subject matter content is used for language teaching purposes.

Teaching should build on students' previous experiences.

Learners feel motivated when they perceive the relevance of the

language

used.

The Teacher helps students to complete or build expressions when

they can´t.

Language is learned most effectively when it is used with a real

purpose.

Language support is needed when they work with authentic subject

matter.

Learners work with meaningful and cognitively demanding language

and content.

Communicative competence involves more than using language

conversationally.

BACK