Content-based instruction
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Content-Based Instruction (CBI) is a significant approach in second language acquisition (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.
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[edit] 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. While Sheltered instruction is more of a teacher-driven approach that puts the responsibility on the teachers' shoulders by stressing several pedagogical needs to help learners achieve their goals such as teachers should have the knowledge of the subject matter, the knowledge of instructional strategies to comprehensible and accessible content, the knowledge of L2 learning process, 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 stress 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.
[edit] 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 a student is motivated and interested in the material he is learning, that student makes 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 that student does better in school. When a student does better in school, he perceives himself to be successful, gaining positive attributions which will continue a circular learning pattern of success and interest. Kapp, Hidi, & Renninger (1992) state that, "situational interest, triggered by environmental factors, may evoke or contribute to the development of long-lasting individual interests" (p.18). Because CBI is student centered, one of its goals is to keep student interested and motivation high by generating stimulating content instruction and materials.
[edit] 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 co-construction of meaning (Lee and VanPatten, 1995).
[edit] See also
- English language learning and teaching
- Teaching English as a foreign language
- Language education
- Second language
[edit] References
- Brinton, D. (2003). Content-based instruction. In D. Nunan (Ed.), Practical English Language Teaching (pp. 199-224). 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. 5-21). 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. 303-318). Boston, MA: Heinle & Heinle.
