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TEFL - Content Based Language (2)
TEFL - Content Based Language (2)
TEFL - Content Based Language (2)
TEFL - Content Based Language (2)
TEFL - Content Based Language (2)
TEFL - Content Based Language (2)
TEFL - Content Based Language (2)
TEFL - Content Based Language (2)
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TEFL - Content Based Language (2)

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  • 1. Content–based Instruction refers to an approach to second language teaching in which is organized around the context or information that students will acquire, rather than around a linguistic or other type of syllabus.
  • 2. Principle 1 • People learn a second language more successfully when they use the language as a means of acquiring information. (motivation) Principle 2 • Content-based instruction better reflects learners’ needs for learning a second language. (academic studies)
  • 3. Language is text -and discoursebased Language use draws on integrated skills Language is purposeful • CBI addresses the role of language as a vehicle for learning content. Centrality of linguistic entities longer than single sentences. • In a CB class, students are often involved in activities that link the skills. • The purpose may be academic, vocational, social, or recreational but it gives direction, shape, and meaning to discourse and texts.
  • 4. The language curriculum is based directly on the academic needs of the students and generally follows the sequence determined by a particular subject matter in dealing with language.
  • 5. Objectives Objectives in CBI comes from the Theme-Based Intensive Language Course (ILC): a) To activate and develop existing English language skills. b) To acquire learning skills and strategies that could be applied in future language development opportunities. c) To develop general academic skills applicable to University studies in all subject areas. d) To broaden students’ understanding of Englishspeaking peoples. (Brinton et.al, 1989;32)
  • 6.  Knowledgeable in the subject matter.  Keep context and comprehensibility.  Responsible for selecting and adapting authentic materials.  Become autonomous.  Be collaborative.  Activate interpreters of input. Willing to explore alternative learning strategies.  Willing to seek multiple interpretations of oral and written texts.  Willing to tolerate uncertainty.

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