Content-Based Instructur Backgroud Content-Based Instruction (CHI) refers to an approach language reaching in which reaching is organized around or information

that students will acquire, rather than a lonquistic or other type of syllabus !rahn"e offers the following# $It is teaching of content or information in the language being learned with little or no direct or e%plicit effort to teach the language itself separately from the content being taught (!rahn"e, &'()#*+), -pproaches encouraging demonstration, imitation,miming, those recommending the use of ob.ects,pictures, and audio/isual presentations, and proposals supporting translation, e%plaanation, and definition as aids to undrestanding meaning ha/e appeared at different times in the history of language teaching !elly0s history of language teaching cites a number of such meaning-based proposals(!elly &'*') Content-Based Instuction li"ewise draws on the principles of Communicati/e 1anguage 2eaching, as these emerged in the &'(3s 2he language that is being taught could be used to present sub.ect matter, and the students would learn the language as a by-product of learning about real-world content 4iddowson comment (&')(#&*)# $I would argue, then that a foreign language can be associated with those areas of use which are respresented by the other sub.ects on the school curriculum and that this not only helps to ensure the lin" whit reality and the pupil0s own e%perience but also pro/ides us with the most certain means we ha/e of teaching the language as communication, as use, rather than simply as usage,etc , The role of content in other curriculum designs 1anguage acroos the curriculum was a proposal for nati/e-language education that grew out of recommendations of a British go/ermental commission in the mid-&')3s 1anguage s"ills should also be taught in the content sub.ects and not left e%clusi/ely for the 5nglish teacher to deal with 2he report influenced -merican education as well, and the slogan $5/ery teacher, an 5nglish reacher, became familiar to e/ery teacher In some cases curicular materia was produced that integreated sub.ect matter and language teaching goals, such as the 6ingaporean 7rimary 7ilot 7ro.ect in the &')3-classroonm te%ts intregrating science, math, and language syudy Imersion 5ducation has also had a strong influence on the theory of Content-Based Instruction

Immersion 5ducation is foreign language instruction in which the regular school curriculum is taught 6tudent goal of an immersion program include# & 8 9 : de/eloping in high le/el de/eloping positi/e attitude toward their cultures de/eloping 5nglish language s"ills commensurate with ee%petation for student0s age and abilities gaining designated s"ills and "nowledge in the content areas of the curiculum 6ince that time, immersion program ha/e been adopted in many part of north -merica, and alternati/e form of immersion ha/e been de/ised Immigrant ;n -rri/al 7rogram typically focus on the language newly arri/ed immigrants in a country need for sur/i/al - typical course would co/er language needed to deal with immigration bureaucracies, finding accomodation, shopping, finding a.ob, and so forth 7rogram for 6tudent with 1imited 5nglish 7roficiency(6157) are go/ermentally mandated programs to ser/e especciially those children whose parents might be ser/ed by on-arri/al programs, bit more generally designed to pro/ide in-class or pllout intruction for any schoolage children whose language competence is insuffient to participate fully in normal schol intruction 6uch s"ills often in/ol/e learning how to carry out academic tas" and understand academic content through a second language 1anguage for 6pecific 7orpose(167) is a mo/ement that see"s to ser/e the language need of learners who nned language in order to carry out specific roles (e g , wstudent, engineer, technician, nurse) and who thus need to acquire content and real-woirld s"ills through the medium of second language rather than master the language for its own sa"e 167<562 ha/e gi/en rise to a number of subfield, such as 567(5nglish for 6pecific 7urpose), 5;7(5nglish for ;ccopational 7urpose), and 5-;(5nglish for -cademic 7urpose)

Approach Content-Based Intruction is grounded on the following two central principles# & 8 7eople learn a second language more succesfully when they use the llanguage as a means acquiring information, rather than as an end in it self Content-Based Intruction better reflects learners0 needs for learning a second language

Theory of Language 1anguage is te%t and discourse based CBI addresses the role of language as a /ehicle for learning content 2he linguistic units that are central are not limited to the le/el sentences and sub sentential units (clauses and phrases) 2his in/ol/es study of te%tual and discourse structure of written te%ts such as letters, reports, essays, descriptions, or boo" chapters, or of speech e/ents such as meetings, lectures, and discussions 1anguage use draws on the integrated s"ills CBI /iews language use as in/ol/ing se/eral s"ills together In CBI grammar is seen as component of the other s"ills 2opic or theme based courses pro/ide a good basis for an integrated s"ills approach because the topics selected pro/ide coherence and continuity across s"ills areas and focus on the use of language an connected discourse rather than isolated fragment =rammar can also be presented through a content based approach 1anguage is purposeful 2he language purpose may be academic, /ocational, social, or recreational but it gi/es directions, shape, and ultimately meaning to discourse and te%ts 1anguage contents great potential for communicating meaning In order to ma"e content comprehensible to learners, teachers need to ma"e the same "inds and simplifications that nati/e spea"ers ma"e in communicating with second language learners Theory of Learning 4e earlier described one of the core principles of CBI as follows# People learn a second language more successfully when they use the language as a means of acquiring information, rather than as end in itself. - number of additional assumptions that deri/e from the core principles of CBI .ust discussed will now be described ;ne important corollary can be stated as follows# People learn a second language more successfully when they are acquiring is perceived as interesting, useful, and leading to desired goal. CBI ad/ocated refer to 567 $note that for successful learning to occur, the language syllabus must ta"e into account the e/entual uses the learner will ma"e of the target

language, and further that $the use of informational content that which is percei/ed as rele/ant by the learner is assumed by many to increase moti/ation in the language course, and thus to promote more effecti/e learning, (Brintonet al &'('# 9) 1anguage learning is also belie/ed to be more moti/ating when student are focusing on something other than language, such as ideas, issues, and opinions Design In a typical CB2 course are stated as ob.ecti/es of the content course CBI comes from the theme-based Intensi/e 1anguage Course (I1C) at the >ree ?ni/ersity of Berlin >our ob.ecti/es were identified for its yearlong, multitheme program 2hese ob.ecti/es were linguistic, strategic, and cultural ;b.ecti/es were# & 8 9 : Syllabus In most CBI course, the syllabus is deri/ed from the content area, and these ob/iously /ary widely in detail and format 2he organization of the Intensi/e 1anguage Course at the free ?ni/ersity of Berlin consists of a sequence of modules spread o/er the academic year Both micro-and macro-structuring of a sequence of modules selected to reflect students0 interest and a multidisciplinary perspecti/e $1ater modules deal with more technical processes and assume mastery of certain s"ills, /ocabulary, structures, and concept, (Brinton et al, &'('#9+) Type of learning and teaching activities @ohan (&'(*) describes an approach to content-based 561 instruction at the secondary le/el that is built around the nation of "nowledge structures - /ariety of CBI course ha/e been de/eloped based on @ohan0s "nowledge framewor" Learner roles 2o acti/ate and de/elop e%isting 5nglish language s"ills 2o acquire learning s"ills and strategies that could be applied in future language de/elopment opportunities 2o de/elop general academic s"ills applicable to uni/ersity studies in all sub.ect areas 2o broaden students0 understanding of 5nglish-spea"ing peoples

1earners themsel/es may be sources of content and .oint participants in the selection of topics and acti/ities 1earners need commitment to this new "ind of approach to language learning, and CBI ad/ocates warn that some students may be less than ready and willing participants in CBI courses The role of teachers CBI anticipates a change in typical roles of language teachers $In structure must be more than .ust good language teachers 2hey must be "nowledgeable in the sub.ect matter and able to elicit that "nowledge from their students, (6ty"er and 1ea/er &''9#8'8) The role materials 2he materials that facilitate language learning are materials that are used typically with the sub.ect matter of the content course CBI practitioners recommend that use of regalia such as tourist guideboo"s, technical .ournals, railway timetables, newspaper ads, radio and 2A broadcasts, and so on, and at least one cautions that $te%tboo"s are contrary to the /ery concept of CBI-and good language teaching in general, (6try"er and 1ea/er &''9#8'+) CBI proponents do note that materials (as well as lecturer presentation) may need modification in order to ensure ma%imum comprehensibility Contemporary models of content-based instruction 2he principles of CBI can be applied to the design of course for learners at any le/el of language learning - language course in which the syllabus is organized around themes or topics such as $pollution, or $women0s rights 2his refers to content courses taught in the second language by a content area specialist, to a group of 561 learners who ha/e been grouped together for purpose In this model, students are enrolled in two lin"ed courses, one a content course and one a language course, with both courses sharing the content base and complementing each other in terms of mutually coordinated assignments Courses at the elementary and secondary level Aariations of the approaches discussed in the preceding section are also found at the secondary and elementary le/el ;ne in which students complete theme-based modules that are designed to facilitate their entry into the regular sub.ect-areas classroom 2his approach ac"nowledges that preparing 562 student for mainstreaming is a responsibility not only for 561, teacher but

also for content teachers 7arallel to the theme-based component described by 4u was ad.unct course focusing on science Courses in private language institutes 2heme-based courses also pro/ide a framewor" for courses and materials in many programs outside the public school and uni/ersity sector, such as the pri/ate language-school mar"et rocedure -pproach rather than a method, no specific techniques or acti/ities are associated with it Conclusion Content-based approaches in language teaching ha/e been widely used in a /ariety of different setting since &'(3s >rom its earliest applications in 567, 5;7, and immersion programs, it is now widely used in !B&8 programs for 561 students, in uni/ersity foreign language programs, and in business and /ocational courses in 5>1 settings Its ad/ocates claim that it leads to more successful program outcomes than alternati/e language teaching approaches Because it offers unlimited opportunities for teachers to match students0 interests and needs with interesting and meaningful content, it offers many practical ad/antages teachers and course designers Brinton et al, (&'('#8) In a content-based approach, the acti/ities of language class are specific to the sub.ect being taught, and geared to students to thin" and learn through the target language Critics ha/e noted that most language teachers ha/e trained to teach language as a s"ill rather than to each a content sub.ect Because CBI is based on a set of broad principles that can be applied in many different ways and we widely used as the basis for many different "inds of successful language programs, we can e%pect to see CBI continue as one of the leading curricular approaches in language teaching