Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.

Usng “Content” for Language Learning


Published on

Content-based Language Teaching combines the strengths of meaningful content to language instruction. However, there are many approaches and perspectives. Video presentation before the 1st International Conference on Linguistics & Language Teaching (Nov 25,26,27 2013). Bahawalpur, Pakistan November 27th. YouTube video including this powerpoint at

Published in: Education, Technology
  • Be the first to comment

Usng “Content” for Language Learning

  1. 1. Using “Content” for Language Learning Robert J. Dickey, MPA JD Keimyung University Daegu, S. Korea Past President, Korea TESOL
  2. 2. a starting point … • “Prescriptive” vs. “Descriptive” • “Theory-driven” vs. “Reality-based” • For classrooms “where a commitment has been made to content learning as well as language learning.”
  3. 3. (sigh) Language Teaching Investigators are NOT Semanticists
  4. 4. by many names … Content-based Instruction (CBI) Content-based Language Instruction Integration of Content and Language (content & language, ICL) Content and Language Integrated Learning (CLIL) Content-enriched / Content-focused / Content-centered / Content-driven Content-sensitive / Content-oriented / Content-infused Theme-based / Topic-based / Discipline-based Sheltered Subject Matter Teaching Dual-focused Language Instruction Teaching (Content) Through English / Teaching Through Foreign Languages Bilingual Integration of Languages and Disciplines (BILD) Immersion / Foreign Language Immersion Program (FLIP) English Across the Curriculum / Foreign Languages Across the Curriculum (FLAC) Enhanced Second Language Learning / Extended Language Instruction Learning with Languages / Learning through an additional language Integrated Curriculum Bridge Program Cross-Curricular Teaching Interdisciplinary Teaching Four-handed foreign language instruction Learning skills based ELT / ESP Applied Languages
  5. 5. General Aims • “Killing two birds with one stone” • “Learning by Doing” • “Language in Context” “not talking about language, but using language to learn language and content”
  6. 6. … or … Brumfit (1979) “Learning to communicate, or Communicating to learn?” * using content to learn language, or using language to learn content ???
  7. 7. Subject-matter & language Subject-matter Class (History) Subject-matter Class (History) Language Class (English) Language Class (English)
  8. 8. Where’s the focus?
  9. 9. Cognitive Load
  10. 10. nd a s h re gli tu En era Lit To th pic e ne s in ws pa p er ath sh g M ngli hin h E c ea oug T r Th ing m im Sw
  11. 11. Contents in the Literature Art History /Adjunct (Japan) History of Western Art (Japan) Film (Hong Kong) cartoons (Korea) Business/Accounting case-study (Hong Kong) Tourism/Cultural Assets (Korea) Theological Studies (Japan) (Korea) Conversation (Japan) General English (reading) (Japan) HS Literature (Malaysia) HS Math (Malaysia) HS Science (Malaysia) Law/Legal Writing (Hong Kong) Sociology (Korea, Indonesia) cartoons (Korea) Political Science, Sociology /Adjunct (Japan) Psychology (Japan) (Korea) Pre-Science (Malaysia) Natural Science (Japan) Topics in the History of Science (Malaysia) Western Civilization (Japan) American History (Japan) Literature (Japan) Linguistics (Japan)
  12. 12. Methods & Approaches • does not dictate teaching techniques: – works well with Task-based, as well as with the more teacher-centered systems – probably all “methods” can and have used a content-based syllabus at one time or another • does not dictate medium of instruction: – distance learning – CALL/video/audio/other
  13. 13. How? • A framework for course development (single hour, or full-term planning) 1. 2. 3. 4. 5. 6. Identify the specific course and group of students to teach. Identify the content to be utilized. Identify why the students should care! Identify the specific “teaching point(s).” Develop/locate an exemplar text. Design student responses to the text.
  14. 14. • See this video from my channel at • See this powerpoint at Slideshare • Supplementary article available at Email me: