1. Content-Based Instruction Language + Content Content-Based Instruction

2. Why learn a second language?

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

4. 1. CB Support from research in language acquisition

5. Crashen, Swain and Cummins Language is acquired incidentally through extensive second language material. Canadian and US Immersion Programs University of Ottawa Sheltered Programs

6. Vygotskian-based Concepts Negotiation in the Zone of Proximal Development Private Speech Student Appropriation of Learning Tasks

7. Cummin CALP – Cognitive Academic Learning Proficiency BICS – Basic Interpersonal Communication Skills

8. 2. Support for CBI from Training Studies

9. Cooperative Learning STAD – Student Teams-Achievement Divisions CIRC – Cooperative Integrated Reading /Composition greater student cooperation higher motivation positive student attributions for learning success better school attitudes higher self esteem

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

11. Extensive Reading Development of content knowledge and motivation

12. 3. Support for CBI from Educational and Cognitive psychology

13. Cognitive learning theory CALLA – Cognitive Academic Language Learning Approach Cognitive Stage – notice information Associative Stage – correction and connection Autonomous Stage – automatic performance

14. 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

15. Discourse Comprehension Processing Research Information that supports the topic of discourse within the text is easier to learn and recall Verbal Visual

16. Motivation, Attribution, and Interest Research Motivation rises when students see that they are learning 8 features of flow *reasonable task completion *task concentration *clear task goals *task involvement deters worries *control over actions *disappearance of concern for self *altered sense of time Consequences of “flow”: - increase in intrinsic motivation - ability to carry out tasks as a higher level of complexity

17. Expertise Research Reinvestment of knowledge in more complex problems Result: Intrinsic motivation

18. All 5 techniques show the benefit of complexity for increased learning and motivation Need for more complex challenges Reinvestment of skills Educational supports for optimal learning

19. 4. Support from CBI Program Outcomes

20. K-12 ESL Contexts Language minorities, Ethnic minorities, Immigrant ESL students Middle schools / high schools -theme-based ESL programs and sheltered instruction Secondary levels - relevant language skills and serious content instruction ESL Immigrant School – Newcomber High School

21. K-12 Foreign Language Contexts Hungary - dual-language secondary schools Hong Kong - English immersion program for secondary school US – 187 partial or full immersion schools

22. Postsecondary ESL Contexts theme based courses sheltered courses adjunct courses English for Specific purposes (ESP) Advanced disciplinary English for Academic Purposes (EAP) engineering, medical lawyers, business executives, airline mechanics, bank tellers and hotel employees.

23. Postsecondary Foreign Language Contexts University of Rhode Island – German/Engineering Program Eastern Michigan University – International Business Program

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

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

26. 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

27. 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

28. Whatever method you choose... Help your students become more proficient than this: http://www.teachertube.com/viewVideo.php?vi deo_id=99107&title=Spanish_Love_Song&ref =robinevans1

29. 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. 5-21. References