Content-Based Instruction (CBI) Is A Significant Approach in

Content-based instruction
From Wikipedia, the free encyclopedia

Content-Based Instruction (CBI) is a significant approach in language education (Brinton,
Snow, & Wesche, 1989). CBI is designed to provide second-language learners instruction in
content and language.
Historically, the word content has changed its meaning in language teaching. Content used to
refer to the methods of grammar-translation, 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.
Contents
1 Benefits of content based instruction

2 Comparison to other approaches
3 Motivating students
4 Active student involvement
5 Conclusion
6 See also
7 References
8 External links
Benefits of content based instruction

1. Learners are exposed to a considerable amount of language through stimulating content.
Learners explore interesting content & are engaged in appropriate language-dependent activities.
Learning language becomes automatic.
2. CBI supports contextualized learning; learners are taught useful language that is embedded
within relevant discourse contexts rather than as isolated language fragments. Hence students
make greater connections with the language & what they already know.
3. Complex information is delivered through real life context for the students to grasp well &
leads to intrinsic motivation.
4. In CBI information is reiterated by strategically delivering information at right time &
situation compelling the students to learn out of passion.
5. Greater flexibility & adaptability in the curriculum can be deployed as per the student's
interest.
Comparison to other approaches

The CBI approach is comparable to English for Specific Purposes (ESP), which usually is for
vocational or occupational needs or English for Academic Purposes (EAP). The goal of CBI is to
prepare students to acquire the languages while using the context of any subject matter so that
students learn the language by using it within the specific context. Rather than learning a
language out of context, it is learned within the context of a specific academic subject.
As educators realized that in order to successfully complete an academic task, second language
(L2) learners have to master both English as a language form (grammar, vocabulary etc.) and
how English is used in core content classes, they started to implement various approaches such
as Sheltered instruction and learning to learn in CBI classes. Sheltered instruction is more of a
teacher-driven approach that puts the responsibility on the teachers' shoulders. This is the case by
stressing several pedagogical needs to help learners achieve their goals, such as teachers having
knowledge of the subject matter, knowledge of instructional strategies to comprehensible and
accessible content, knowledge of L2 learning processes and the ability to assess cognitive,
linguistic and social strategies that students use to assure content comprehension while
promoting English academic development. Learning to learn is more of a student-centered
approach that stresses the importance of having the learners share this responsibility with their
teachers. Learning to learn emphasizes the significant role that learning strategies play in the
process of learning.
Motivating students
Keeping students 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 learn complex skills
(Grabe & Stoller, 1997). When students are motivated and interested in the material they are
learning, they make greater connections between topics, elaborations with learning material and
can recall information better (Alexander, Kulikowich, & Jetton, 1994: Krapp, Hidi, & Renninger,
1992). In short, when a student is 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 longlasting 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 student involvement

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 input and interactions. Accordingly, students assume active, social roles in the
classroom that involve interactive learning, negotiation, information gathering and the coconstruction 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).[1]
Conclusion
The integration of language & content teaching is perceived by the European Commission as "an
excellent way of making progress in a foreign language". CBI effectively increases learners'
English language proficiency & teaches them the skills necessary for the success in various
professions. 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
1.
Amber, Page, Melissa, Simmons (September 2010). "Motivating Students through

Power and Choice". English Journal 100 (1): 6569.
Brinton, D. (2003). Content-based instruction. In D. Nunan (Ed.), Practical English

Language Teaching (pp. 199224). 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. 521). 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. 303318). Boston, MA: Heinle & Heinle.

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Content-based instruction

From Wikipedia, the free encyclopedia

1 Benefits of content based instruction

4 Active student involvement

Benefits of content based instruction

Comparison to other approaches

Active student involvement

Teaching English as a foreign language

Amber, Page, Melissa, Simmons (September 2010). "Motivating Students through

Brinton, D. (2003). Content-based instruction. In D. Nunan (Ed.), Practical English

Grabe, W., & Stoller, F. L. (1997). Content-based instruction: Research foundations. In

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