Content based instruction 13062013
Upcoming SlideShare
Loading in...5
×
 

Content based instruction 13062013

on

  • 811 views

 

Statistics

Views

Total Views
811
Views on SlideShare
811
Embed Views
0

Actions

Likes
0
Downloads
41
Comments
0

0 Embeds 0

No embeds

Accessibility

Categories

Upload Details

Uploaded via as Microsoft PowerPoint

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment

Content based instruction 13062013 Content based instruction 13062013 Presentation Transcript

  • CONTENT Wilber Castro PadillaFabiola Utria instructionSED
  • Whatis Content-based Instruction?
  • Method of language instruction in which content and language are integrated
  • instead of focusing on language forms, the curriculum in this method is based on content.
  • CBI is successful with many different ages and countries
  • CBI has been used primarily in K12 settings in both native and non-native speaking countries
  • Implementation of CBI at the university level has been increased recently
  • Reasons of this increasing?
  • Demographic changes in the university students population in native-English contexts emergence of English as an international language (Crandall & Kaufman, 2002)
  • CBI can be considered, simultaneously, as a: • Philosophical orientation • L2 teaching approach • Methodology • Syllabus design for one specific course • Structure for an entire program study
  • CBI is “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” (Richards & Rodgers 2001)
  • Featuresof Content-based Instruction
  • 1. All CBI programs are based on a subject matter core (Stryker & Leaver, 1997; Wesche, 1993)
  • Past L2 approaches Grammatical-structural or skill-based orientation Content was far from the classroom Class time was filled with language manipulation and discussions about usage (Krueger & Ryan, 1993)
  • CBI calls for a top- down approach to L2 teaching that focuses on meaning (Crandall & Kaufman, 2002)
  • Content becomes the organizing principle of the curriculum
  • Students learn simultaneously learn content and language because the “artificial” separation between language and content is eliminated (Stryker & Leaver, 1997)
  • 2. CBI programs all have the double objective of content mastery and L2 development.
  • Linguistic skills are not sacrificed by focusing on content
  • WHY?
  • CBI programs should have well- planned, systematic, and purposeful treatment of language (Snow, 1993)
  • From every concept or topic, there are certain linguistic features that are necessary to understand and talk about
  • Also, there is language which is not necessary but it is compatible with the topic or concept http://www.youtube.com/watch?v=KlbH6ArfbZs
  • Content-obligatory” and “content- compatible” linguistic features are integrated with treatment and mastery of content-knowledge (Snow, Met, & Genesee, 1989)
  • Secondary goals of CBI are: • Developing critical thinking skills • Gaining cultural insights • Developing strategy and coping mechanisms for dealing with new language (Owens, 2002; Snow, 1993; Stryker & Leaver, 1997)
  • 3. The content and learning activities correspond to the linguistic, cognitive, and affective needs of the students and are appropriate to their professional needs and personal interests
  • 4. CBI programs use authentic language and texts. The core material used in class is selected from that which was produced for native language speakers
  • 5. CBI asks students to use the target language to do asignments
  • http://www.youtube.com/watch?v=KlbH6ArfbZs