Dickey Pac5

7/27/2019 Dickey Pac5

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Content + Language:

Europe’s CLIL and America’s CBI

Robert J. DickeyKorea TESOL

Gyeongju University

[email protected]



Purpose of adding content

• Learning “authentic” language

• Learner motivation

– Always ??? topic choices consideration

• Preparing for overseas studies or

reading/writing international publications

• 46% of universities in Japan now

offering content courses in FL, number

is growing in Korea and across Asia



No agreement on definition!

• Over 35 terms of art in use, including

– content-based language instruction

– integrated content and language learning

– content-focused language learning

– enhanced language learning

– teaching English through content – immersion

– and of course, CBI and CLIL



No agreement on definition!

• Diversity is the definition?

– How many different ways to analyze aims

and orientations? – All-inclusive a good thing?

– For classrooms “where a commitment has

been made to content learning as well aslanguage learning”

• Various descriptive typologies



No agreement on focus

• Using content to learn English

– content pre-selected

• content determines language points – “content-driven language learning”?

• choosing language points from content

– content selected by language instructor

(& students?)

• language aims determine content selection?

• language aims determine content use?

• common source for all content materials?



No agreement on focus

• Using language to learn content

– Teaching Through English,

Foreign Language Medium Instruction

– Total Immersion

– Krashen’s version of Sheltered Subject

Matter Teaching

• Decisions made by -

– Administrators

– Departments (hosting the course)

– Teachers



A few Types of CBI

• “Subject Majors” (e.g., Sociology,

History, Art, Business)

• Academic Skills (EAP)

• Technology (e.g., computers/Internet,

watching movies/commercials/, music)

• Vocational Skills

• Linguistics/Literature – GRAMMAR ???



Teaching Methods

• CBI does not dictate methods/

techniques/approaches

– Task-based learning is a popular choice

• Arguably predates Communicative

Language Teaching by centuries

• Not an “English Only” requirement

• Does not dictate medium of instruction –

distance learning, CALL, audio, video…



Duration of Content

• Sustained Content – 6 weeks + each

• Thematic – multiple weeks each

• Topical – multiple class hours - maybe

• One-off Lessons / Learning Activities

• Even simple “Classroom English”???



Content-learning Designs

• Adjunct classes

– Regular content course with NS students

+ language class complement

• Sheltered Workshops

– Content course with language learners

only, simplified content or presentation• Immersion (full or partial)

• Topical/Theme-based language courses



Content-learning Designs

• Content-based design implemented at

– Curriculum level

– Syllabus (course) level

– Lesson level

• Target Language use

* Textbook * Lecture (only)

* Class discussions * Homework/Reports

* Quiz / Exam * Combinations



One mix of content and…



Content

Matrix for

Elementary

Theme-

based /Topical

studies



Another (my) perspective…



Balance of content & English

• Based on various factors

• Possibility of intentionally “grading” the

levels of content and language in aseries of courses

• Don’t neglect learner anxiety as a

multiplier of all other issues• A “Gradient Continuum” of classes?

• Content courses just one part of overall

language learning program



Striking the Balance



Gradient Continuum ideas



For More Info…

www.content-english.org

Robert J. Dickey

[email protected]

Dickey Pac5

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