1. Content-Based Instruction
ELT 214
Approaches to ELT II
Content-Based Instruction
Week 1
Lect.Dr. Seden Eraldemir Tuyan

2. What is content-based instruction (CBI)?
Using content from other disciplines (academic subject matter) in language courses .
ESP (English for special purposes) is an example: English for pilots, nurses, businessmen.
Academic subjects provide natural content for language instruction.

3. This motivated ‘language across curriculum’ movement.
For native speakers in England (1970s) to integrate reading and writing into all other subjects.
Studying academic subjects in L2 requires a lot of assistance.
For this reason, language objectives and content learning objectives should be clear.

4. Observations and Principles
1. Class studying geography
The subject matter (content) is the platform for language learning. Language learning is not happening in general English text and discourse. Thus, the main content can be geography, history…
2. T. asks Ss questions about a globe
Previous knowledge is the basis. It helps them learn better. So if the text is about geography we begin with what they know about geography.

5. 3. Ss answer questions enthusiastically
Relevance of language to the students’ academic needs motivates them. For example, nurses like to know the terminology of their major.
4. T. supplies missing language when needed
Scaffolding is important. Teacher helps learners fill their gaps.

6. 5. T. reads new vocab. and class watches a video related to the content
If the informational content is of Ss’ interest, language is learned most effectively.
6. Ss work on a cloze passage
Contextual clues helps vocabulary learning

7. 7. T. uses various examples for present passive
While using authentic texts, the learners need support by providing examples.
8. Ss are given the co-ordinates and asked to find the city on the globe
Learners work with meaningful, cognitively demanding, and authentic texts and tasks

8. 9. Homework involves reading related to the content
Communicative competence involves ability to read, discuss and write about content from other skills, not just using the language conversationally.

9. CBI has many “faces”. Language immersion Adjunct model
Sheltered-language instruction

10. Language Immersion
Academic subjects are learned through the medium of a foreign language.
Eg. English-speaking Canadian students learning content courses through French

11. Adjunct model Content and language instruction are integrated.
Eg. Students take language class in addition to content class, and the main role of language class teacher is to help students follow their content courses and do their content class assignments.

12. Sheltered-language instruction
When both native and non-native students compose certain academic course, ‘sheltered’ instruction is geared for non-native speakers.
Instructors (Teachers) support students using particular instructional techniques and materials.
The aim is to help non-natives develop their language proficiency without postponing their academic study

13. What could be the “content”?
Need not to be only academic ones, but any ‘survival’ or ‘life- coping’ skills (for adult immigrants) will do (competency-based instruction)
Eg. *filling out job application form
*using the telephone

14. Reviewing the Principles
1. What are the goals of teachers who use CBI?
Teachers want the students to master both language and content. The themes can be themes of general interest to students , such as current events or their hobbies , or it can be an academic subject which provides natural content for the study of language. Teachers encourage the development of both academic study and language study simultaneously.
2. What is the role of the teacher? What is the role of the students?
The teacher needs to set clear learning objectives for both content and language, scaffolding the language needed for the study of the content.
The students’ role is to engage actively with both content and language using each to learn the other.

15. Reviewing the Principles
3. What are some characteristics of the teaching/learning process?
Learners should understand authentic texts. Teachers make meaning through use of visuals, realia, repeating, and by giving examples, building on students’ previous experiences.
Students are actively involved in learning the language and content.
Thinking skills are taught in order to help students undertake academic tasks. For achieving this purpose graphic organisers are used.
4. What is the nature of teacher-student interaction? What is the natüre of S-S interaction?
The teacher guides student learning.
Students work collaboratively to understand content while actively using the language they are studying.

16. Reviewing the Principles
5. How are the students’ feelings dealt with?
It is assumed that learning language and content together keeps students interested and motivated.
6. How is the language viewed? How is the culture viewed?
Language is meaningful and it is a medium which content is conveyed.
Culture is present in the content area studied.

17. Reviewing the Principles
7. What areas of language emphasised? What language skills are emphasized?
The content determines what language to work on.
All four language skills are integrated in authentic contexts.
8. What is the role of the students’ native language?
There is no overt role.

18. Reviewing the Principles
9. How is evaluation accomplished?
Students are evaluated on their knowledge of content and their language ability.
10. How does the teacher respond to students’ errors?
The teacher corrects student errors by giving students the correct form or allowing them to self-correct. T notes errors and recycles content to make sure that SS are learning to use the language they will need to use in the school context.

19. What’s good about CBI?
Students get “two for one” – both content knowledge and increased language proficiency. (But this very merit can cause confusion for less competent students.)
Learners are highly motivated because the language acts as a bridge to the content they aim to learn.

20. Remembering Whole Language Approach
Students learn best when they are working to understand the meaning of whole texts rather than learning it piece by piece.
“top-down” approach (opposite of “bottom-up”)
Interaction among students and between student and teacher is emphasized. (Vygotsky’s ideas)

21. Relationship between WLA and CBI
Aim of WLA: Learning is best when Ss are engaged in purposeful use of language (not linguistic forms for their own sake)
For that reason, teachers using WLA provide content-rich curriculum

22. Reviewing the Techniques
Dictogloss (SS’s note-taking to reformulate what has been read)
Graphic Organisers
Language Experience Approach
Process Writing
Dialogue Journals

23. Reading Technique (Language Experience Approach)
E.g. using texts based on Ss life experiences
Ss dictate a story about their experiences to the teacher
T writes it down in L2
Ss practice reading his/her story with T.’s assistance
In this reading technique, the text has a content that is significant to them, collaboratively produced, and whole.

24. Writing Techniques Process writing:
Pre-writing phase (e.g. brainstorming)
During Writing: feedback, conferences, etc
Make revisions according to feedback
Journal Writing
Ss writing in and out of class after each class or once a week
There might be a focus to write on
Possible to have T-S dialogues