Dipping into Content based learning Susan Kelly

Content-based Learning Learning subjects e.g. IT, history, psychology in English with support of TESOL principles and professionals. My experience with Content-Based Learning

Why Use content based learning?

Why use english to teach it, business, etc.? Kasper asserts that CBL offers the comprehensible input Krashen has said promotes language acquisition and learning (2000). She also asserts that CBL is the right setting for the cognitive academic learning, which Cummins asserts takes ELLs 5-7 years to refine (2000). ESL teachers report CBI offers a blend support and challenge not found in other settings; that ELLs best acquire EAP skills within a CBL classroom (Park, 2009).

My beliefs CBL allows learners to Feel satisfaction of more authentic texts and discussions, Explore and deepen areas of interest, Prepare for non-sheltered English environments, Prepare for global settings after graduation.

My experience Korean university Culture through English Film through English

Watch out Complexity – content lessons can include Cause-effect relationships New definitions Comparisons All in a matter of minutes (Kong, 2012) Lack of proper teacher training Lack of proper transitioning

approaches Themed, sheltered courses in a Language Center or English department Students may take responsibility for gathering and sharing content (Sari,2015). Collaborative courses Team teaching with English and Content teacher working together

Start Language Center Using appropriate materials Text on culture Newspapers Subjects Science where labs, offer authentic hands-on activities (Park, 2009). Technology, again hands on. Cultural studies, natural home as language and culture go hand in hand.

Inter-departmental cbl Communication Buy-in Cooperation and team spirit Brinton asserts, “must be particularly sensitive to the needs and abilities” of ELLs (1989). Professional Development Training Non-EFL faculty Collaboration Win-Win

Advice Start small – one course, one department at a time. Probably start with English Language Instructors Small class size Keep using good, communicative pedagogy Group work Pair work Projects Document progress

Evaluation Evaluation of CBL program is crucial Formative Throughout the semester Make adjustments Summative End of the semester Feedback from students, faculty, administrators, department chairs (Brinton, et al, 1989).

references Brinton, D. Snow, M., Wesche, M. (1989) Content-Based Second Language Instruction. Boston: Heinle & Heinle. Kasper, L. F. (2000). Content-Based College ESL Instruction. Mahwah, N.J.: Routledge. Kong, S. (2012). Content-Based Instruction: What Can We Learn from Content-Trained Teachers' and Language-Trained Teachers' Pedagogies?. Canadian Modern Language Review, 66S233-S267. Park, S. (2009). Content-Based Instruction for English Language Learners: An Exploration Across Multiple Classroom Settings. (Doctoral Dissertation. UMI 3392431.) University of Illinois, Champagne-Urbana. Sarı, İ., Alcı, B., Karataş, H., & Ejder, A. (2015). Students' Content Responsibility in Content Based Instruction (CBI) and Active Participation. International Online Journal Of Educational Sciences, 7(3), 101-112.