Content based instruction ( CBI )
- 1. CONTENT-BASED INSTRUCTION Presented by: Mark Jayson Zonio Stephany Mae Villaluz Carmela Marie Santos Hannie Grace Dela Cruz Xiah
- 2. Content-Based Instruction • Matrix • Concept and background • Approach • Theory of language / Learning • Purpose of CBI • Objectives / Syllabus • Material´s role • Types of Learning and Teaching activities • Learner´s role and Teacher´s role • Skills for any CBI instructor (Stryker & Leaver) • Types of classes • Principles of CBI
- 3. Content based instruction Stryker and leaver Theory of language Theory of learning Role of instructional materials Teacher’s roles Student’s roles Language use Draws or Intergraded Skills • CBI sees language as combination of several skills used together. • Grammar is seen as a component of other skills. Language is Purposeful • Language is use for a specific purpose such as, vocational, social or recreational • Language is use for a specific purpose such as, vocational, social or recreational. • Language learning is more motivating when students are focusing on something other than language , such as ideas, issues and opinions. • Some content areas are more useful than others. • Teaching builds on the previous experiences of the learners. CBI build on students knowledge and previous experiences. Students bring a wealth of knowledge to the classroom. 1. Whatever facilitates subject matter of the content course. 2. Comprehensib ility and authenticity are both important in CBI. 3. In addition, instructional media enriches the context. • A good language teacher • Knowledge- able in the subject matter • Be able to draw out that knowledge from students • Become autonomous • Support each other • Active interpreters of input • Willing to tolerate uncertainty • Willing to explore alternative learning strategies and sources of content • And have a learn by doing attitude
- 4. Concept Is an effective method of combining language and content learning Method of language instruction in which content and language are integrated instead of focusing on language forms, the curriculum in this method is based on content.
- 5. Background Content-based instruction (CBI) is teaching organized around the content or information that students will acquire, and not around the linguistic or other type of syllabus.
- 6. Background • Content refers to the substance or subject matter that we learn or communicate through language content rather that the language used to convey it.
- 7. Background • CBI is built on the principles of Communicative Language Teaching. • Classroom needs to be filled with real and meaningful communication where information is exchanged.
- 8. Approach Content-based instruction is based in two assumptions: 1.- People learn a second language more successfully when they use the language as a means of acquiring information. This assumption reflects one of the motivations for CBI noted earlier that it leads to more effective language learning.
- 9. Approach 2.- It better reflect learners needs for learning a second language. Many ESL, EFL programs focus on preparing students for academic studies or for mainstreaming.
- 11. Theory of language • Language involve meaning and information are communicated and constructed through text and discourse.
- 12. • CBI sees language as combination of several skills used together. • Grammar is seen as a component of other skills. Language use draws or integrated skills Theory of language
- 13. Theory of language Language is Purposeful • Language is use for a specific purpose such as, vocational, social or recreational. In order to make the content comprehensible, teachers need to make adjustments and simplifications for the students .
- 14. Theory of Learning CBI makes an assumption that learners learn best when they are given language in a meaningful , contextualized form with the primary focus on acquiring information
- 15. Theory of Learning People learn a second language more successfully when the information they are acquiring is perceived as interesting , useful and leading to a desire goal. Language learning is more motivating when students are focusing on something other than language , such as ideas, issues and opinions.
- 16. Theory of learning Some content areas are more useful than others. Teaching builds on the previous experiences of the learners. CBI build on students knowledge and previous experiences. Students bring a wealth of knowledge to the classroom.
- 17. Objectives Syllabus • The syllabus comes from the content. However it is common for a topical syllabus to be used in theme-based CBI.
- 18. Role of Materials 1. Whatever facilitates subject matter of the content course. 2. Comprehensibility and authenticity are both important in CBI. 3. In addition, instructional media enriches the context.
- 19. Types of Learning and teaching activities Stroller (1997) proposed classification categories 1. Language skills improvement 2. Vocabulary building 3. Discourse organization 4. Communicative interaction 5. Study skills 6. Synthesis of content materials and grammar
- 20. Learner ´s role • Become autonomous • Support each other • Active interpreters of input • Willing to tolerate uncertainty • Willing to explore alternative learning strategies and sources of content • And have a learn by doing attitude
- 21. Teacher ´s role • A good language teacher • Knowledgeable in the subject matter • Be able to draw out that knowledge from students
- 22. Stryker & Leaver suggest the following essential skills for any CBI instructor 1. Varying the format of classroom instruction 2. Using group work and team-building techniques 3. Organization jigsaw arrangements 4. Defining the background knowledge and language skills required for students success
- 23. Types of classes 1. Sheltered content instruction 2. Adjunct language instruction 3. Team teach approach
- 24. Principles of CBI 1. The subject matter content is used for language teaching purposes. 2. Teaching should build on students' previous experiences. 3. Learners feel motivated when they perceive the relevance of the language used. 4. The Teacher helps students to complete or build expressions when they can´t. 5. Language is learned most effectively when it is used with a real purpose.
- 25. • 6. Vocabulary is easier to acquire when it is used to convey meaning. • 7. Language support is needed when they work with authentic subject matter. • 8. Learners work with meaningful and cognitively demanding language and content. • 9. Communicative competence involves more than using language conversationally. Principles of CBI