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CBI Questions

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22 views3 pages

CBI Questions

Uploaded by

sinemgulergun
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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CBI Questions

What do you understand by the term "Content-Based Instruction" (CBI)?

Content-Based Instruction is a teaching method where students learn a language by studying


subjects like history, science, or literature in that language. It helps students develop language
skills while also learning about different topics.

Can you think of any examples where you have learned language skills (reading, writing,
listening, speaking) while studying subject matter content simultaneously?

What are some potential benefits of integrating language learning with content learning?

By studying subjects such as history, science, or literature in a target language, learners are
exposed to language in meaningful contexts. This contextual learning helps learners
understand how language is used in real-life situations, making the learning process more
relevant and memorable.

Studying interesting and relevant topics in the target language can increase learners'
motivation and engagement. When learners see the practical application of language skills in
understanding subject matter content, they are more likely to remain motivated and committed
to their language learning journey.

In what academic or professional contexts do you think CBI could be particularly useful?

Content-Based Instruction (CBI) is helpful in schools, language classes, and workplaces


where people learn about subjects like science or business in a language they're learning. It's
useful because it helps them learn both the language and the subject at the same time. For
example, students might study history in Spanish or learn about marketing in English. This
way, they improve their language skills while also learning about interesting topics relevant to
their studies or work.

What challenges might students or teachers face when implementing CBI in the classroom?

Students might find it hard to understand complex subjects in a new language, and teachers
may struggle to find appropriate materials and balance language and content teaching.

How do you think CBI differs from traditional language teaching approaches that focus solely
on language skills without content integration?

Content-Based Instruction (CBI) differs from traditional language teaching approaches by


integrating language learning with subject matter content. In traditional approaches, language
skills like grammar, vocabulary, reading, writing, listening, and speaking are taught in
isolation without a specific focus on subject matter content. In contrast, CBI incorporates the
learning of language skills within the context of studying subjects such as science, history, or
literature. This approach provides meaningful contexts for language use and enhances
students' understanding of both language and subject matter content simultaneously.

What are the key theoretical underpinnings of Content-Based Instruction (CBI) in terms of its
view on language learning and the learning process?

The key theoretical underpinnings of Content-Based Instruction (CBI) revolve around the
belief that language learning is most effective when it occurs in meaningful contexts. CBI is
based on the idea that language skills are best acquired when they are integrated with the
learning of subject matter content.

Explore and discuss the following types of CBI with a friend. Theme-based instruction,
Sheltered instruction, Adjunct instruction, Language for specific purposes, Project-based
instruction and Task-based instruction

Theme-based instruction involves organizing language learning around central themes or


topics. Lessons and activities would then revolve around vocabulary, grammar, and
discussions related to the theme.

Sheltered instruction is designed for learners who are non-native speakers of the language and
may need additional support to access content instruction.

Adjunct instruction involves integrating language learning alongside content instruction in


regular subject matter classes. For example, in a science class, the teacher might incorporate
language-focused activities and vocabulary instruction to support English language learners
while teaching science concepts.

Language for Specific Purposes (LSP) focuses on teaching language skills tailored to the
specific needs of learners in particular professional or academic fields. For instance, a
business English course might teach language skills relevant to business communication, such
as writing emails, conducting meetings, and giving presentations. LSP ensures that language
instruction directly supports learners' career or academic goals.

Project-based instruction involves students working on extended projects that require them to
use language skills to explore and investigate real-world topics or problems. For example,
students might research and present on a cultural topic in the target language, requiring them
to use a range of language skills in a meaningful context. This approach fosters collaboration,
critical thinking, and language fluency.

Task-based instruction focuses on learners completing specific tasks or activities that require
the use of language skills to achieve a goal. For instance, students might plan a trip using the
target language, which involves tasks like researching destinations, booking accommodations,
and communicating with travel agents. Task-based instruction emphasizes communication
and practical language use in authentic situations.

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