1. Dipping into Content based learning
Susan Kelly

2. 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

3. Why Use content based learning?

4. 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).

5. 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.

6. My experience Korean university Culture through English
Film through English

7. 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

8. 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

9. 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.

10. 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

11. 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

12. 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).

13. 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 ) 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),