CONTENT-BASED APPROACH

Background Background: Content-Based Approach is: An approach for second or foreign language learning. Integrates language with content. Organized around the content or information that students will acquire. Krahnke offers that; “It is the tteaching of content or information in the language being learned with little or no effort to teach the language itself separately from the content being taught” (1987: 65) Background Content Language

Why is it an Approach? CBI is an approach not a method. No specific techniques or activities. Teaching materials & activities organized according to the program or subject matters that matches with them. CBI is an approach not a method. “People learn a second language more successfully when they use the language as a means of acquiring information, rather than as an end in itself”. “Students learn best when instruction addresses students’ needs”. It is based on two principles or theories:

In many contexts students learn language and subject matters separately. classes Language classes Language and Subject matter But in CBI, students learn language and subject matter simultaneously.

Historical Context of the Approach: During 3 decades the CBI has increasingly been used in different educational contexts: English for specific purposes programs. English for Business / Science and technology. Second language immersion programs for primary and secondary students. Intensive language Courses. Bilingual Education (Language across the Curriculum) According to Brinton, Snow and Wesche (1989) St. Augustine was an early proponent of Content Based Language Teaching as he recommended to focus on meaningful content in language teaching.

LEARNER’S ROLE Learners become independent. Active interpreters of input. Collaborative. Learn by doing. Explore alternative learning strategies. Participate in the selection of topics & activities. Be ready for the requirements of CBI.

THE ROLES OF THE TEACHER To have knowledge about the content. The teacher is responsible for selecting and adapting authentic materials for use in class. To create learner centered classrooms. To keep context and comprehensibility foremost. Vary the format of classroom instruction.

THE ROLE OF MATERIALS. Textbooks are contrary to the very concept of CBI. These make language learning more successful. Some examples of materials are; newspapers, magazines, radio and TV broadcasts etc. Materials should; be authentic and comprehensible. be relevant to learners’ needs and interests. contain the subject matter of content course.

All four skills integrated. ABILITIES EMPHASIZED IN THE APPROACH Listening Reading Speaking All four skills integrated. System of the Language (grammar – lexis – phonetics) Different systems of the language; grammar, lexis, phonetics altogether, are developed by the learner. But they are implicit under the topics focussed. Writing Because it is the way that language works in the real world.

SYLLABUS in content based approach The syllabus is shaped according to the content. Theme-based model →→ topical syllabus. It is the organization of the Intensive Language Course at the Free University of Berlin.   1. Drugs 2. Religious Persuasion 3. Advertising 4. Britain and Race Question 5. Native Americans 6. Modern Architecture 7. Microchip Technology 8. Ecology 9. Alternative Energy 10. Nuclear Energy 11. Dracula in Myth, Noel and Films 12. Professional Ethics

TO SUM UP… WITH CBI: Integration of language and content… Language skills improvement… Communicative interaction… Opportunities to use the L2 are maximized… Objectives are determined by course goals or curriculum… Priority given to content learning… Language learning is in the backgroud… Integration of language and content…

CONCLUSION Advantages of CBI More interesting and motivating. Real purpose. Wider knowledge of the world. Developing valuable thinking skills. Developing collaborative skills.

Drawbacks; Teachers Students Instructional Materials Assessment A lack of training in content-based instruction. Collaboration between the language teacher and the subject matter teacher is imperative Language proficiency of the subject matter teacher and the language teacher Students Limited time to achieve adequate academic level Instructional Materials Little material available on the market Assessment How to assess subject matter and language skills within the educational system

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