2. Definition of CBI, Krashen (1982) students
can acquire the content area of the subject
matter with comprehensible input, and
simultaneously increase their language skills.
3. Characteristics of Content-
Based Instruction (CBI)
• The communication principle which puts forward that
activities involving real communication promote
language learning.
• The task principle which refers to the concept that
activities in which language is used for carrying out
meaningful tasks promote language learning.
• The meaningfulness principle that implies that
language that appears to be meaningful to the learner
will support the language learning process.
• The foreign language.
4. The Purpose of Content-
based Instruction (CBI)
The goal of content-based
instruction (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.
5. The Role of The student in
content-based instruction
• The repeat, imitate teachers model
• Required to promote or read repeated
word by word that given by the
teacher
• Should learn and respond and verbal
or nonverbal stimuli
6. The Role of The Teachers in
content-based instruction
• Control students behavior
• Should provide a native speaker like
model for imitation
• Is likes an orchestra leader, directing
and controlling the language behavior
of her
8. CONCLUSION
In this session, it will be exposed the different conclusions
after the implementation and analysis of the research project. The
conclusions will be presented after each research question, in order
to know if they were answered during the process of the study. The
first research question was about what is seen in the process of
implementation of (CBI) theme-based model to EFL beginners at a
language institute in Pereira. In order to answer the question, it can
be concluded that learners experienced changes throughout the
process in terms of language development; learners were motivated
with content and language. Therefore, they were willing to
participate. Participants felt changes in language development
because they started a process of understanding the language in a
more contextualized way, talking about daily life experiences and
giving arguments towards general culture facts. Listening and
speaking as the most affected skills, because of frustrations in
processes experienced before, were the ones which for some
learners were deeply developed and for some others, listening was
the weakest skill in the process.
