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Historically, the word ''content'' has changed its meaning in language teaching. Content used to refer to the methods of [[Grammar translation|grammar-translation]], [[Audio-Lingual Method|audio-lingual methodology]] and [[vocabulary]] or sound patterns in dialog form. Recently, content is interpreted as the use of subject matter as a vehicle for second or foreign language teaching/learning.
==Benefits of
1. Learners are exposed to a considerable amount of language through stimulating content. Learners explore interesting content & are engaged in appropriate language-dependant activities. Learning language becomes automatic.
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Keeping [[student]]s motivated and interested are two important factors underlying content-based instruction. [[Motivation]] and interest are crucial in supporting student success with challenging, informative activities that support success and which help the student [[Learning|learn]] complex skills (Grabe & Stoller, 1997). When students are motivated and [[Attention|interested]] in the material they are learning, they make greater connections between topics, elaborations with learning material and can [[Recollection|recall]] information better (Alexander, Kulikowich, & Jetton, 1994: Krapp, Hidi, & Renninger, 1992). In short, when a student is [[intrinsic motivation|intrinsically motivated]] the student achieves more. This in turn leads to a perception of success, of gaining positive attributes which will continue a circular learning pattern of success and interest. Krapp, Hidi and Renninger (1992) state that, "situational interest, triggered by environmental factors, may evoke or contribute to the development of long-lasting individual interests" (p. 18). Because CBI is student centered, one of its goals is to keep students interested and motivation high by generating stimulating content instruction and materials.
==Active
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
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With CBI, learners gradually acquire greater control of the English language, enabling them to participate more fully in an increasingly complex academic & social environment.
==See also==▼
*[[CLIL]]▼
*[[English language learning and teaching]]▼
*[[Teaching English as a foreign language]]▼
*[[Language education]]▼
*[[Second language]]▼
==References==
{{reflist}}
* Brinton, D. (2003). Content-based instruction. In D. Nunan (Ed.), ''Practical English Language Teaching'' (pp. 199–224). New York: McGraw Hill.
* Brinton, D. M., Snow, M. A., & Wesche, M. B. (1989). ''Content-based second language instruction''. New York: Newbury House.
* Grabe, W., & Stoller, F. L. (1997). Content-based instruction: Research foundations. In M. A. Snow, & D. M. Brinton (Eds.), The content-based classroom: Perspectives on integrating language and content (pp. 5–21). NY: Longman.
* 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. 303–318). Boston, MA: Heinle & Heinle.
▲==See also==
▲*[[CLIL]]
▲*[[English language learning and teaching]]
▲*[[Teaching English as a foreign language]]
▲*[[Language education]]
▲*[[Second language]]
{{ESL}}▼
==External links==
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* [http://iteslj.org/Articles/Davies-CBI.html Content-Based Instruction in English as a Foreign Language Context]
▲{{ESL}}
{{DEFAULTSORT:Content-Based Instruction}}▼
▲{{DEFAULTSORT:Content-Based Instruction}}
[[Category:Language education]]
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