Content based instruction
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Transcript of Content based instruction
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CONTENT-BASED INSTRUCTION
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CBI is an effective method of combining language and content learning. Theme based CBI works well in EFL contexts
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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.
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Content refers to the substance or subject matter that we learn or communicate through language content rather that the language use to convey it.
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CBI is built on the principles of Communicative Language Teaching.
Classroom needs to be filled with real and meaningful communication where information is exchanged.
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Approach
Content-based instruction is based in two principles:
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1 People learn a second language more successfully when they use the language as a means of acquiring information, rather than as an end in it. This principle reflects one of the motivations for CBI noted earlier that it leads to more effective language learning.
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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.
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Theory of Language
Language involve meaning and information are communicated and constructed through text and discourse
Sentences>>clauses, phrases>>speech events>> text types
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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.
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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.
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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.
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1 People learn a second language more successfully when the information they are acquiring is perceived as interesting , useful and leading to a desire goal.
2 Language learning is more motivating when students are focusing on something other than language , such as ideas, issues and opinions.
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3 Some content areas are more useful than others.
4 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.
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Design Objectives :
In CBI, the language is second to learning the content. The objectives relate to the content, not to the language.
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Syllabus The syllabus comes from the content.
However it is common for a topical syllabus to be used in theme-based CBI.
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Types of Learning and teaching activities
Stroller (1997) proposed classification categories
1. Language skills improvement2. Vocabulary building3. Discourse organization4. Communicative interaction5. Study skills6. Synthesis of content materials and
grammar
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Learner roles
Become autonomous
Support each other
Active interpreters of input
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Learner roles
Willing to tolerate uncertainty
Willing to explore alternative learning strategies and sources of content
And have a learn by doing attitude
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The role of teachers
1. A good language teacher2. Knowledgeable in the subject matter3. Be able to draw out that knowledge
from students
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Stryker and Leaver suggest the following essential skills
for any CBI instructor1. Varying the format of classroom
instruction2. Using group work and team-building
techniques3. Organization jigsaw arrangements 4. Defining the background knowledge
and language skills required for students success
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The role of materials
Whatever facilitates subject matter of the content course. Comprehensibility and authenticity are both important in CBI. In addition, instructional media enriches the context.
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Types of classes1) Sheltered content instruction2) Adjunct language instruction3) Team teach approach
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