Content-Based Instruction (CBI)
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Content-Based Instruction (CBI) is a teaching method that integrates language learning with content acquisition, focusing on meaningful communication and students' prior knowledge. It emphasizes that learners engage more effectively when acquiring a second language through interesting and useful information, prioritizing content over language structure. Key elements of CBI include the roles of learners and teachers, the importance of authentic materials, and principles that ensure language is learned purposefully and contextually.
Content-Based Instruction (CBI)
- 1. CONTENT-BASED INSTRUCTION Presented by: Joel Acosta Maria Guedez Carolina Mills
- 2. Content-Based Instruction Concept and background Approach Theory of language / Learning Purpose of CBI Objectives / Syllabus Types of Learning and Teaching activities Learner´s role and Teacher´s role Skills for any CBI instructor (Stryker & Leaver) Material´s role Types of classes Principles of CBI
- 3. 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.
- 4. 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. Content refers to the substance or subject matter that we learn or communicate through language content rather that the language used to convey it.
- 5. 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.
- 6. 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.
- 7. 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.
- 8. Theory of Language LANGUAGE MEANING INFORMATION COMMUNICATED CONSTRUCTEDTEXT DISCOURSE
- 9. 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
- 10. 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. 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.
- 11. 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 to learn.
- 12. Objectives • In CBI, the language is second to learning the content. The objectives relate to the content, not to the language. Syllabus • The syllabus comes from the content. However it is common for a topical syllabus to be used in theme-based CBI.
- 13. 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
- 14. 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
- 15. Teacher ´s role A good language teacher Knowledgeable in the subject matter Be able to draw out that knowledge from students
- 16. 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
- 17. 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.
- 18. Types of classes 1. Sheltered content instruction 2. Adjunct language instruction 3. Team teach approach
- 19. 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. 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.