ContentBased Instruction It is an approach to second

Content-Based Instruction • It is an approach to second language teaching based on content/ information that students will acquire. • Use of meaningful content. • Students learn the language as a by-product of leaning about a real world content. • Communicative Language Teaching (1980 s) Content Based Instruction

The role of content in other curriculum designs • Language across the curriculum (mid-1970 s): a proposal for native-language education. • Immersion Education. • Immigrant On-Arrival Programs. • Programs for Students with Limited English Proficiency (SLEP). • Language for Specific Purposes (LSP). • English for Science and Technology (EST). • English for Specific Purposes (ESP). • English for Occupational Purposes (EOP). • English for Academic Purposes (EAP).

Approach • Language is seen as a vehicle for learning content/ information. • Theory of Language: • Language is text and discourse-based. • Language use draws on integrated skills. • Language is purposeful.

Theory of Learning CBI: second languages are best learned when the focus is on mastery of content rather than on mastery of language per se contrasts with traditional language teaching approaches. Additional assumptions that derive from CBI: • People learn a second language most successfully when the information they are acquiring is perceived as interesting, useful, and leading to a desired goal. • Some content areas are more useful as a basis for language learning than others. • Students learn best when instruction addresses student’s needs. • Teaching builds on the previous experience of the learners.

Design In CBI, language learning is typically considered incidental to the learning of content. Content is important: 1. To activate and develop existing English language skills. 2. To acquire learning skills and strategies that could be applied in future language development opportunities. 3. To develop general academic skills applicable to university studies in all subject areas. 4. To broaden students’ understanding of English-speaking peoples.

Design Syllabus Examples of Topical Themes (from the Free University of Berlin): 1. Drugs 7. Microship Technology 2. Religious Persuasion 8. Ecology 3. Advertising 9. Alternative English 4. Britain and the race question 10. Nuclear Energy 5. Native Americans 11. Dracula in Myth, Novel and Films 6. Modern Architecture 12. Professional Ethics

Design Types of learning and teaching activities: - language skill improvement; - vocabulary building; - discourse organization; - communicative interaction; - study skills; - synthesis of content materials and grammar.

Design The role of teachers Instructors must be more than good language teachers. They must be knowledgeable in the subject matter and able to elicit that knowledge from their students. (Stryker and Leaver 1993: 292) Teachers are responsible for: - selecting and adapting authentic materials for use in class; - create truly learner-centered classrooms; - keep context and comprehensibility foremost in their planning and presentations; - contextualize their lessons by using content as the point of departure.

Design Essential skills for an instructor (by Stryker and Leaver 1993: 293): 1. Varying the format of classroom instruction; 2. Using group work and team-building techniques; 3. Organizing jigsaw reading arrangements; 4. Defining the background knowledge and language skills required for students success; 5. Helping students develop coping strategies; 6. Using process approaches to writing; 7. Developing and maintaining high levels of students’ esteem.

Design The role of materials • Materials must contain the subject matters of the content course. • Materials must be “authentic” – like the ones used in native language instruction. • Examples of sources (and of realia): newspapers, magazine, any media materials, tourist guidebooks, technical journals, railway timetables, newspaper ads, radio and TV broadcasts, etc. • Linguistic simplification to adapt texts and promote comprehensibility. • CAUTION: textbooks are contrary to the very concept of CBI.

Design Learner Roles • become autonomous; • support each other in collaborative models of learning; • “learn by doing”; • be active interpreters of input; • be willing to tolerate uncertainty along the path of learnship; • be willing to explore alternative learning strategies; • be willing to seek multiple interpretations of oral and written texts.

Contemporary models of Content-Based Instruction CBI principles can be applied at any level of language learning: w University level; w Elementary and Secondary level; w Private language institutes. Theme-based instruction Sheltered content instruction Adjunct language instruction Team-teach approach

Contemporary models of Content-Based Instruction Courses at the University level Theme-based language instruction: • Syllabus organized around themes or topics; • Language syllabus is subordinated; • Its analysis and practice evolve out of the topics that form the course framework; • Materials are generally teacher-generated; • The treated topic crosses all skills: - Reading introduces a topic; - Audio or video material are used for listening comprehension; - Vocabulary developed through guided discussion; - Written assignments integrate information from the several sources;

Contemporary models of Content-Based Instruction Courses at the University level Sheltered content instruction : • Content courses taught in SL for ESL learners; • Comprehensible content • Accommodate learners’ language capacities + Appropriate level of difficulty (language and tasks) • Choose adequate course texts; • Adjust course requirements; • Examples: Ottawa: Psychology (English and French); Oregon State: English for business and economics; Western Illinois: ESP courses in English for business, economics and computer science.

Contemporary models of Content-Based Instruction Courses at the University level Adjunct language instruction: • Two linked courses: CONTENT LANGUAGE • Shared content; • Mutually coordinated assignments; • Require coordination to ensure curricula interlocking; • It may require modification in both courses;

Contemporary models of Content-Based Instruction Courses at the University level Team-teach approach : • Variation of the adjunct approach; • Birmingham example: - focus on lecture comprehension and writing of examination questions; - both teachers help students; • Singapore example: - English-for-occupational-purposes writing course: prepare students for future jobs; - both teachers act as consultants; report assignments - subject teacher: authentic/realistic situations - discussion of models.

Contemporary models of Content-Based Instruction Courses at the University level Skills-based approach: • Focus on a specific academic skill area linked to current study of specific subject matter in one or more academic disciplines; - write about what is being studied; - language/composition course simulates the academic process; • variety of forms to demonstrate understanding of the subject matter and to extend their knowledge to new areas; • Writing integrated with reading, listening and discussion about the core content and about collaborative and independent research;

Contemporary models of Content-Based Instruction Courses at the Elementary and Secondary level Theme-based approach: • Common model: theme-based modules designated to facilitate entry into regular subject-areas classroom; • Not a substitute for mainstream content classes; • Focus on learning strategies, concepts, tasks and skills needed in subject areas in the mainstream curriculum; • For language proficiency and academic content developed in parallel: - integration of second language development into regular content-area instruction; - creation of appropriate conditions for providing input. • Cooperative learning in heterogeneous small-group settings: - grouping strategies; - alternative ways for providing input; - techniques for making subject matter comprehensible; - opportunities to develop language proficiency for academic purposes.

Contemporary models of Content-Based Instruction Courses at the Elementary and Secondary level • “Preparing ESL students for mainstreaming is a responsibility not only for ESL teachers but also for content teachers”; • Acknowledges the crucial role language plays in content learning; • Australian high-school example: - topics from mainstream subjects: basis for the course and transition to mainstream; - cater students’ needs and interests; - linguistic appropriateness (technical terms and complex grammatical constructions); - relevance to sociopolitical and cultural climate • Topics that fulfilled these criteria: multiculturalism, nuclear age, sports, the Green movement, street kids, and teenage smoking.

Contemporary models of Content-Based Instruction Courses at the Elementary and Secondary level Adjunct approach: • parallel to theme-based component; • described as an adjunct course focusing on science; • ESL teachers and science teachers involved; • “learning science through English”; - Understanding specialized science terminology and concepts; Report writing skills; Grammar for science; Note-taking skills.

Contemporary models of Content-Based Instruction Courses in Private language institutes • Theme-based courses provide framework for courses and materials; • Set of themes may be selected as the basis for a semester’s work; • Each theme used as the basis for 6 or more hours of work; • Four skills and grammar are taught drawing on the central theme; • The approach also provides the basis for many published ESL texts. (e. g. Richards and Sandy, Passages. NY: Cambridge University Press, 1998)

Procedure • CBI refers to an approach rather than method; • No specific techniques or activities associated; • “Teaching materials and activities are selected to the extent to which they match the type of program it is”; • Typical sequence of classroom procedures: Spanish lesson (built around film) 1) Preliminary preparation: reference material; 2)Linguistic discussion: grammar and vocabulary; 3) Preparation for film: activities previewing vocabulary; 4) Viewing a segment of the movie; 5) Discussion of the film: teacher leads; 6) Discussion of the reading; 7) Video-taped interview: matter again discussed; 8) Discussion on the matter; 9) Preparation of article: related articles; 10) Presentation of articles; 11)Wrap-up discussion.

Conclusion • CB approaches widely used in a variety of settings since the 1980’s; from ESP, EOP and immersion programs to ESL programs, university foreign language programs, business/vocational courses EFL; • It leads to more successful program outcomes; • It offers unlimited opportunities for teacher to match students’ interest and needs with meaningful content practical advantages • “stimulate students to think and learn through the target language”;

Conclusion • Lends itself naturally to the integrated teaching of the four skills: - authentic reading material that require not only understanding of the information but interpretation and evaluation as well; - forum: respond orally to reading and lecture materials; - recognizes that academic writing follows from listening, reading: synthesize facts and ideas from multiple sources; • Students are exposed to study skills and learn a variety of language skills; prepare for a range of academic tasks they will encounter;

Conclusion • Critics: - teachers trained to teach language as a skill rather than to teach a content subject; - may be insufficiently grounded to teach subject matter; - team-teaching is unwieldy and likely to reduce efficiency of both. • CBI based on broad principles that can be applied in many different ways; • Many successful language programs.

Conclusion w Questions on CBI.

Thank you! Group 5: Juliana Meres Costa Lilian de Melo Fernandes Marina Lee Colbachini Sindy M. G. -B. Sato