CONTENT-BASED INSTRUCTION

Content-Based Instruction (CBI) is increasingly popular in Teaching English

as an International Language (TEIL) due to its integration of language learning with
relevant subject matter. By using real-world content like science, history, or current
events, CBI provides a meaningful context that promotes practical communication
skills essential for English learners. This approach supports a more immersive
experience, which is crucial for developing proficiency in a globally connected
world.

In today’s technology-driven era, CBI’s application is enhanced through

multimedia and social media platforms that offer authentic English-language content.
Platforms like YouTube and TikTok allow learners to engage with a variety of
formats, making lessons more dynamic and accessible. The incorporation of social
media also supports informal, conversational language skills needed for real-world
interaction, expanding the practical applications of CBI.

Additionally, CBI combined with social media fosters collaborative learning

and intercultural exchange, key aspects of TEIL. Students can engage in global
discussions, building language skills within culturally diverse contexts. Through
these modern tools, CBI equips learners with the communicative competence
essential for international academic and professional environments.

2.3.1. Definition of Content-Based Instruction

Content-Based Instruction (CBI) can be defined as an approach to

second language teaching in which teaching is organized around the content
and/or information that students will acquire, rather around a linguistic or
other type of syllabus (Richards & Rodgers, 2001, p. 204). The content in
CBI refers to the events, physical detail, and/or information in a work of art.
It can be said that CBI is a form of learning through straightforward real-life
observation, such as information from the news, drama in a social media, or
video of an event in a video platform.

CBI is defined as the teaching of content or information in the

language being learned with little or no direct or explicit effort to teach the
language itself separately from the content being taught (Krahnke, 1987, p.
66). Based on (Richards & Rodgers, 2001, p. 207) Content-Based Instruction
(CBI) is grounded on the following two central principles:

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
itself. It means that learners tend to do better when they use the second
language to gain knowledge or information about interesting topics,
rather than just focusing on the language itself.
2. Content-Based Instruction better reflects learners’ needs for learning a
second language. It means that CBI aligns more closely with what
learners want or need when learning a second language by teaching a
relevant subject that students find useful and interesting which helps them
in acquiring language skills that are directly applicable with real-life
situations rather an isolated teaching.

According to (Leaver & Stryker, 1989, p. 270), CBI in its purest form
should have four characteristics:

1. Subject matter core. The functional organization of the curriculum should

be derived from the subject matter, rather than from forms, functions or
situations. It means that curriculum primarily centered around subject
matter such as history, science, literature, or any other academic
discipline.
2. Use of authentic texts. The core material should be selected primarily
from those produced for native speakers of the language, where learning
activities focus on conveying real messages and accomplishing specific
tasks.
3. Learning new information. Students should use the foreign language to
learn new information and to evaluate it based on the knowledge of their
own culture and their emerging cultural literacy in the second culture.
4. Appropriate to the specific needs of students. The topics, content,
materials, and learning activities should correspond to the cognitive and
 affective needs of the student and appropriate to their proficiency level of
the class.

2.3.2. Understanding Language Assumptions in CBI

Based on (Richards & Rodgers, 2001, p. 207), there are three

assumptions about the nature of language that is underlying the existence of
Content-Based Instruction:

1. Language is Text and Discourse-Based

The focus of teaching is how meaning and information are
communicated and constructed through text and discourse. This
means that effective language learning goes beyond just memorizing
words or simple sentences; it involves understanding how language
works in longer texts and conversations. Instead of only focusing on
grammar or vocabulary, the approach highlights how meaning is
communicated through different forms of writing and speaking. This
involves studying the textual and discourse structure of written texts
such as letters, reports, essays, descriptions, or book chapters, or of
speech events such as meetings, lectures, and discussions
2. Language Use Draws on Integrated Skills
CBI views language use as involving several skills together.
Where the students might read and take notes at the same time, listen
and write a summary, or respond orally while listening or reading
what is written. Grammar is not treated as a separate subject but
rather as a part of these integrated skills. By focusing on specific
topics or themes, CBI helps create connections across different
language areas, encouraging students to use language in a more
meaningful and connected way rather than just memorizing isolated
grammar rules. This integrated approach also aims to combine
knowledge, language, and critical thinking skills. Teachers are
responsible for identifying relevant grammar and linguistic elements
that align with the topics being studied, ensuring that grammar
instruction supports the overall learning objectives.
 3. Language is Purposeful
Language is used for various specific purposes, such as
academic, vocational, social, or recreational activities. Understanding
these purposes helps give meaning and structure to conversations and
written texts. When learners focus on why they are using languages
such as for a specific task or interest, they become more engaged in
the learning process and can better see how the language serves those
purposes. For learners to get the most out of Content-Based
Instruction (CBI), they need to understand the goals of the lessons
and the language features that indicate those goals. This awareness
allows them to connect their own interests with the objectives of the
instruction, making the learning experience more relevant and
effective.

2.3.3. Goals and Purpose of Content-Based Instruction

It is said that CBI has a simple objective for every lesson, which are
to enable students acquire the mastery of the contents related to subject
matter/topic as well as the language features inside, even though in the
certain program where language materials might not be included to be part of
students’ achievement evaluation (Rambe, 2014, p. 109).

CBI views language learning as secondary to learning specific

content, as the main goals catered around the content being taught, and
achieving those content objectives is seen as proof that language learning has
also taken place (Richards & Rodgers, 2001). However, theme-based
instructional model of CBI is an exception, as the goals for language learning
influence the choice of topics. It means that specific language objectives are
established first, and then themes are selected based on how well they help
achieve those language goals. While it can focus on a single skill but are
often designed to integrate all four language skills that allow for more
cohesive learning experience by working across different skills within
relevant topics.
2.3.4. Roles of Learners, Teachers, and Materials

This section explores the essential roles of learners, teachers, and

materials in the framework of Content-Based Instruction (CBI). Each of these
elements plays a distinct yet interconnected part in fostering a successful
language learning environment. Learners are active participants, engaging
with both language and content to build skills through practice and
interaction. Teachers serve as facilitators, guiding students through
meaningful content while supporting language development and encouraging
student autonomy. Meanwhile, materials provide the necessary content and
context, bridging the gap between language goals and real-world
applications. According to Richards & Rodgers (2001:213), there are three
roles that partake in CBI:

a) Learner Roles
CBI aims to foster learner autonomy, encouraging students to
understand and manage their learning process from the beginning. CBI
often involves collaborative learning, which may be challenging for
students used to more traditional, individual-focused classes. As a
“learning by doing” approach, CBI requires learners to engage actively,
explore different strategies, and adapt to new interpretations. Students are
also encouraged to help shape course content, which can be motivating
but requires commitment to this style of learning. Some students may feel
overwhelmed by CBI’s demands and prefer structured, traditional
methods, so it’s essential they are prepared both mentally and
academically for this model.
b) Teacher Roles
CBI requires language teachers to take on expanded roles. They need
to be knowledgeable in both language teaching and the subject matter,
drawing this knowledge out of their students. Teachers must focus on
context and clarity, select and adapt authentic materials, assess student
needs, and foster learner-centered classrooms.
c) Material Roles
 In CBI, the materials used for language learning are often the same as
those in the content subject, focusing on "authentic" resources.
Authenticity means the materials are similar to what native speakers use,
like newspapers, magazines, and other media created for native language
use, not specifically for language teaching. Many CBI practitioners
suggest using real-life items, such as guidebooks, technical articles, train
schedules, advertisements, and broadcasts. Rather than traditional
textbooks, which can sometimes conflict with CBI’s principles.

2.3.5. Implementation of Content-Based Instruction

Any content-based syllabus is identical to the syllabus of a content

course at any level in science, social studies, or any other school subject in a
target language that can be supplemented with traditional, form-focused,
language-intensive work such as vocabulary development, spelling, specific
and intensive writing activities, and so on (Krahnke, 1987, p. 70). The only
specific difference being the usage of existing or current content that is
relevant to be used in the curriculum, where it can be sourced from TV, social
media, video platform, etc.

Richards & Rodgers (2001) mentioned that the principles of CBI can
be applied to the design of courses for learners at any level of language
learning. The following are example applications of CBI:

a) Theme-based language instruction

Theme-based language instruction organizes a language course
around specific topics or themes, such as “pollution” or “women’s
rights.” In this approach, language learning supports the broader theme
rather than following a traditional language syllabus. For instance, themes
like “business and marketing” or “immigrants in a new city” might guide
two weeks of integrated lessons. Language practice naturally develops
from these topics, starting with an introductory reading, followed by
vocabulary building through discussion, listening exercises using related
 audio or video, and written assignments that combine information from
multiple sources.
b) Sheltered content instruction
This approach involves teaching content courses to ESL students in
their second language by a content specialist, with students grouped
specifically for this purpose. Since native speakers aren’t in these classes,
the instructor adapts the material to make it understandable for second
language learners, using language and tasks that match their skill levels.
The instructor usually selects texts that are easier for the students to
understand and adjusts assignments, like reducing written tasks, to fit the
learners' language abilities.
c) Adjunct language instruction
In the adjunct language instruction model, students take two
connected courses: one focused on content and the other on language,
both covering the same topics. The assignments in each course are
coordinated to complement one another. This approach requires close
coordination to align the two courses, often involving adjustments in both
curricula.
d) Team-teach approach
The team-teach approach is a type of adjunct instruction where both a
subject teacher and a language teacher work together in the classroom.
For example, the focus is on helping students understand lectures and
write exam questions in areas like transportation and plant biology. Both
teachers prepare materials and provide support during class. Another
example involves an English writing course for occupational purposes,
aimed at teaching students to write reports and memos for future jobs in
building maintenance. Here, the subject teacher provides real-world
scenarios, and both teachers act as guides as students’ complete
assignments.
e) Skills-based approach
The skills-based approach focuses on developing a specific academic
skill, like academic writing, that connects with students’ current subject
 studies. This may involve writing about topics they’re studying in other
courses or following a simulated academic process with mini-lectures,
readings, and discussions that lead into writing assignments. Students
practice different writing forms—such as essays, summaries, critiques,
and research reports—to show their understanding and apply their
learning to new areas.

2.3.6. Strengths & Weaknesses of Content-Based Instruction

Content-Based Instruction (CBI) has become a prominent approach in

Teaching English as an International Language (TEIL), focusing on language
acquisition through engaging, real-world content rather than traditional
grammar exercises. With the rise of technology and social media, CBI now
offers new ways for students to interact with English through authentic,
dynamic resources. However, while CBI has many advantages for modern
learners, it also presents challenges that educators must consider.

a. Strengths and the Positiveness of CBI

According to Krahnke (1987:70), there are 4 positive benefits of CBI

such as:

1) It allows school students to learn subject matter and language

simultaneously, avoiding the problem of having to learn the language
of instruction before experiencing the instruction. And, as the result of
the delay, falling behind their cohorts and experiencing delayed
cognitive development. It means that they can stay on track with their
classmates and are unlikely to miss out on learning and growing
academically because they don’t have to wait until they’re fluent in
the language to start learning important subjects.
2) Language is learned in the context of its use, eliminating the
problem of transfer from instruction to use. What is learned is
language use, not an inventory of items and rules that the learner must
subsequently learn how to use. It means that students learn through
real, practical use, rather than just memorizing words and grammar
rules because they don’t have to figure out to apply what they learned
 instead they learn how to use the language naturally and effectively
from the start.
3) There is an almost perfect match between what needs to be
learned and what is provided. A needs analysis, formal or informal,
of what learners will need to do with the language is avoided, and the
problem posed by the inevitable inaccuracy of such a needs analysis is
by passed. Students learn exactly what they need to learn. This
approach avoids having to predict or analyze in advance what
language skills students might need, which can sometimes be
inaccurate. Instead, students naturally learn the language skills they
need as they engage with real content, so they’re always learning
relevant language that fits their immediate needs.
4) Motivational aspect of CBI, students who are not motivated to learn
in a class focused on language itself may acquire the language more
willingly when it is used to present content material that the students
find interesting. By using English to teach interesting subjects (like
science, art, or history), CBI makes language learning feel more
engaging and meaningful. This way, students are more likely to stay
motivated and learn the language naturally as they focus on topics that
catch their interest.
b. Weaknesses and the Negativity of CBI
According to Krahnke (1987:71), there are 2 negative benefits of CBI
such as:
1) CBI can potentially lead to premature fossilization or overreliance
on compensatory communication strategies if learners are not
carefully monitored and given appropriate feedback on their language
proficiency. It means that students might develop habits of using
incorrect language if they are not guided, as they might stick to basic
or incorrect language patterns (fossilization) or rely on much simpler
ways of communicating to get their point across.
2) CBI can often be problematic with beginning or low-level adult
students. Children can learn new languages using different cues,
while adults often block out important information. Adults may need
some formal instruction to overcome their resistance and gain the
skills they need to learn a language. It means that CBI can be tough
for adult beginners because they don’t pick up new language as
naturally as children do. While children can use hints from their
environment to learn language easily, adults may miss key
information and need some direct teaching of language rules. Adults
often benefit from learning basic grammar and language first, or
alongside CBI, to help them feel comfortable and improve their
language skills.