Content-based instruction: Difference between revisions

Revision as of 23:31, 25 May 2020

Latest revision as of 19:01, 20 February 2025

(5 intermediate revisions by 5 users not shown)

Line 1:

{{Short description|Steps of using content based instruction for second language learners}}

'''Content-based instruction''' ('''CBI''') is a significant approach in [[language education]] (Brinton, Snow, & Wesche, 1989), designed to provide second-language learners instruction in content and language (hence it is also called ''content-based language teaching''; ''CBLT''). CBI is considered an empowering approach which encourages learners to learn a language by using it as a real means of communication from the very first day in class. <ref name=":0">{{Cite book|title=Content-based instruction in foreign language education : models and methods|last=Stryker, Stephen B., ed. Leaver, Betty Lou, ed.|date=1997|publisher=Georgetown University Press|isbn=087840659X|oclc=807888212}}</ref> The idea is to make them become independent learners so they can continue the learning process even outside the class. <ref name=":0" />

Historically, the word ''content'' has changed its meaning in second language teaching. Content used to refer to the methods of [[Grammar–translation method|grammar-translation]], [[audio-lingual method]]ology, and [[vocabulary]] or sound patterns in dialog form.

Line 6 ⟶ 7:

== Methodology ==

CBI is considered to be more of a philosophy or an approach than a methodology. There is no single formula for this type of instruction but there are certain models of CBI which are used worldwide to achieve a holistic and global approach to foreign language learning.<ref name=":0" /> In essence, CBI implies integration of language learning and content learning. Hence, in a CBI course the focus of learning is not on learning of a language in isolation, but rather learning of language through the study of subject matter. <ref name=":0" /> A CBI curriculum is based on a subject matter core, uses authentic language and texts, and is guided by learner needs.<ref name=":0" /> This means that the curriculum is based on a certain subject matter and communicative competence is acquired in the context of learning about certain topics in that subject area. This falls under the top down approach to language learning where, unlike the bottom up approach, a learner first learns the overall meaning of a text and then attends to the language features.<ref name=":0" />

==Benefits==

Line 24 ⟶ 26:

==Active student involvement==

Because it falls under the more general rubric of [[communicative language teaching]] (CLT), the CBI classroom is learner- rather than teacher -centered (Littlewood, 1981). In such classrooms, students learn through doing and are actively engaged in the [[learning]] process. They do not depend on the teacher to direct all learning or to be the source of all information. Central to CBI is the belief that learning occurs not only through exposure to the teacher's input, but also through [[peer group|peer]] input and interactions. Accordingly, students assume active, social roles in the classroom that involve interactive learning, [[negotiation]], information gathering and the co-construction of meaning (Lee and VanPatten, 1995). William Glasser's "control theory" exemplifies his attempts to empower students and give them voice by focusing on their basic, human needs: Unless students are given power, they may exert what little power they have to thwart learning and achievement through inappropriate behavior and mediocrity. Thus, it is important for teachers to give students voice, especially in the current educational climate, which is dominated by standardization and testing (Simmons and Page, 2010).<ref>{{cite journal

|first=Simmons

|last=Amber, Page, Melissa

Line 40 ⟶ 42:

==See also==

*[[Content and language integrated learning]]

*[[CLIL]]

*[[English language learning and teaching]]

*[[Language education]]

Line 53 ⟶ 55:

* Littlewood, W. (1981). ''Communicative language teaching: An introduction.'' Cambridge University Press.

* Snow, M.A.(2001). Content-based and immersion models for second and foreign language teaching. In M. Celce-Murcia (Ed.), ''Teaching English as a Second or Foreign Language'' (3rd ed.) (pp.&nbsp;303–318). Boston, MA: Heinle & Heinle.

*Snow, M. A., & Brinton, D. M. (Eds.). (2017). ''The content-based classroom: New perspectives on integrating language and content'' (2^nd2nd ed.). Ann Arbor, MI: University of Michigan Press.

==External links==