Content based instruction
- 1. ON THE ROAD TO BILINGUALISM: GETTING TO THE CORE OF CONTENT-BASED INSTRUCTION Kathleen Corrales & César Maloof Universidad del Norte ELT Conference 2009, Bogotá
- 2. Agenda Characteristics and Challenges of CBI CBI in Action Results of a study on CBI
- 3. Characteristics and Challenges of CBI
- 4. Definition of CBI “The concurrent study of language and subject matter, with the form and sequence of language presentation dictated by content material…” Brinton, Snow, & Wesche (1989)
- 5. Features of CBI • Curriculum based on content • Language is a medium for learning content and content is a resource for mastery of language • Dual objective: content & language mastery • Authentic language, texts & tasks • Better meets students needs • Language is approached at a discourse level
- 6. Role of Teachers • Knowledgeable about the target content area • Knowledgeable about language • Co-teaching • Team-teaching
- 7. Models of CBI • Sheltered • Adjunct • Theme-based • Language-Content-Task (LCT) • Skills-based
- 8. Sheltered Model Definition Subject matter courses with an integration of language Teachers Subject-matter teachers Students ESL/EFL learners Special •Focus on learning content Features •Possible team-teaching with language professional •Used in Bilingual schools
- 9. Adjunct Model Definition Link language & content courses Teachers Subject-matter teachers Students Only ESL/EFL learners in language class / mixed learners in linked class Special •Language and study skills while Features learning academic content •Balance in language & content •Coordination between teachers •Used usually in ESL university settings
- 10. Theme-based Model Definition Based on topics or themes Teachers Language teachers Students ESL/EFL learners Special •Focus on language & Features content •Easily adapt to needs of learners •Easily integrated into course •Widely used in EFL
- 11. LCT Model Definition CBI combined with task-based Teachers Usually language teachers Students Only ESL/EFL learners Special •Students do real-world Features tasks using authentic materials •Uninorte Business English
- 12. Skills-based Model Definition Integration of language skills & content Teachers Usually language teachers Students ESL/EFL learners Special •Focus on specific language Features skills (e.g., academic writing) •Integrate content, language & skills •EAP, ESP, VESL
- 13. Challenges of CBI • Teachers – Training in content/language and methodology – Willingness to teach CBI • Balancing language/content * • Choosing relevant topics • Finding appropriate authentic materials • Budget
- 14. CBI in Action: Uninorte’s Medical English Program
- 15. Instituto de Idiomas Universidad del Norte Medical English Program
- 16. History of the program • Origin - 1999 • New Program - 2006 –Levels 1-3: General English –Levels 4 & 5: Content Based Instruction (CBI)
- 17. Approaches • Theme-based CBI • Discourse level approach to language
- 18. Level 4 • Syllabus: organ systems • Materials: – Textbook: Anatomy and Physiology – Supplementary material
- 19. Level 5 • Syllabus: medical semiology • Materials: – Textbook: English in Medicine (EFL) – Supplementary material
- 20. Results of this CBI Program
- 21. Objectives • Determine effectiveness of new design on oral skills • Identify how CBI enhances language learning process
- 22. Method and Techniques • Paradigm: Qualitative • Design: Ethnographic • Participants: 16 medical English students, level 4 • Techniques: – Class observations • Presentations • Whole-class interaction – Learning diaries – Semi-structured interviews
- 23. Effects of CBI • Language gains • Gains in subject-matter knowledge • Increase in learner motivation • Improvement in students’ self-confidence • Higher self-assessment of own skills • Positive influence on attitude towards language
- 24. Reasons behind these effects • Motivates • Raises self-confidence / lower anxiety • Matches students’ interests and needs with interesting and meaningful content • Facilitates content-language interaction • Develops camaraderie • Activates prior knowledge • Provides language models for imitation • Uses “appropriate” methodology
- 25. Why would CBI be effective in Colombia? • Highly efficient both lang. & content • Helps meet the needs of the students • Students find it more ? interesting, relevant, and challenging • Teachers find it interesting to teach
- 26. Issues to consider • Educators must teach language in a way that is different from the method they would use for general English courses • Importance of using both listening and written authentic material in class • Theme-based = most viable
- 27. Is CBI a possibility for your school? How can you implement CBI into your program?
- 29. Balancing content & language Focus on language Focus on content • Remember: this is a language class and not a content class. • Students need input in terms of language to deal with content