Content-Based Instruction Language + Content Content-Based Instruction

Support 1. Second Language Research 2. Training Studies 3. Educational-Cognitive Psychology 4. Program Outcomes

1. CB Support from research in language acquisition

Crashen, Swain and Cummins Language is acquired incidentally through extensive exposure to second language material. eCanadian and US Immersion Programs eUniversity of Ottawa Sheltered Programs

Vygotskian-based Concepts eNegotiation in the Zone of Proximal Development

Cummins eCALP – Cognitive Academic Learning Proficiency eBICS – Basic Interpersonal Communication Skills

2. Support for CBI from Training Studies

Cooperative Learning STAD – Student Teams-Achievement Divisions CIRC – Cooperative Integrated Reading /Composition greater student cooperation ehigher motivation epositive student attributions for learning success ebetter school attitudes ehigher self esteem

Meacognitive/Learning Strategy Instruction Development of strategic learner = independent learning

Extensive Reading Development of content knowledge and motivation

3. Support for CBI from Educational and Cognitive psychology

Cognitive learning theory CALLA – Cognitive Academic Language Learning Approach eCeCognitive Stage – notice information eAeAssociative Stage – correction and connection eAeAutonomous Stage – automatic performance

Depth of Processing Research Meaningful information = deeper processing = better learning 1.Elaborated information is memorized easier 2.Information related to other information is recalled better 3. Spaced study leads to better recall

All 5 techniques show the benefit of complexity for increased learning and motivation eNeed for more complex challenges eReinvestment of skills eEducational supports for optimal learning

4. Support from CBI Program Outcomes

K-12 ESL Contexts eLanguage minorities, Ethnic minorities, Immigrant ESL students eMiddle schools / high schools -theme- based ESL programs and sheltered instruction eSecondary levels - relevant language skills and serious content instruction eESL Immigrant School – Newcomber High School

K-12 Foreign Language Contexts eHungary - dual-language secondary schools eHong Kong - English immersion program for secondary school eUS – 187 partial or full immersion schools

Postsecondary ESL Contexts etheme based courses esheltered courses eadjunct courses eEnglish for Specific purposes (ESP) eAdvanced disciplinary English for Academic Purposes (EAP) engineering, medical lawyers, business executives, airline mechanics, bank tellers and hotel employees.

Postsecondary Foreign Language Contexts eUeUniversity of Rhode Island – German/Engineering Program eEeEastern Michigan University – International Business Program

Language Across the Curriculum and Related Approaches e England – Reading / Writing across the curriculum e US - language/literacy instruction an objective in all classes since content is learned through language. Language skills will improve content learning. eElementary - learning to read  reading to learn eWhole language –language + content

Conclusion eLanguage activities are specific to the subject being taught eStimulate students to think and learn through the target language eCBI lends itself well to integrated teaching of the 4 language skills eReading requires students to understand, interpret, and evaluate information eStudents can respond orally to reading and lecture materials ewriting follows listening and reading  students synthesize facts from multiple sources to prepare for writing eStudents learn study skills and learn many language skills  preparation for future academic tasks

7 strong rationales for CBI 1. exposure to a considerable amount of language while learning content and is linked to their prior learning and relevant to their needs. Interesting content is used and students are engaged in language dependent activities 2. contextualized learning 3. Increased opportunities to use language and expertise they bring to class

4. Increased motivation / complex information leads to intrinsic motivation 5. Cooperative, apprenticeship, experiential, project-based learning 6. Flexibility can adjust class to students interests 7. Student centered classrooms

WHY LEARN ANOTHER LANGUAGE? Why learn English?

Grabe, W. & Stoller, F. (1997). Content- based instruction: research foundations. In Snow, A., & Brinton, A. The content-based classroom: perspectives on integrating language and content. White Plains, N.Y.: Longman.pp References