This document discusses Content-Based Instruction (CBI) and Content and Language Integrated Learning (CLIL), which are approaches to teaching language through content. CBI is used in North America while CLIL is more common in Europe. Both are based on principles of Communicative Language Teaching and aim to teach language more effectively by using it as a means to understand content rather than an end itself. The document outlines theories of language and learning underlying CBI and CLIL and discusses their design, syllabus, teaching activities, roles of learners and teachers, instructional materials, contemporary models, and procedures.

1. Content-Based Instruction (CBI)
and
Content and Language Integrated Learning (CLIL)

2. Introduction
CBI
In North America
CLIL
In Europe
An applications of principles of Communicative Language Teaching (CLT)
The basis for on-arrival and mainstreaming programs
Support for immersion education
Promotion of bilingualism through CLIL

3. Approach
People learn a second language more succesfully when
they use the language as a means of understanding
content, rather than as an end itself.
Content-Based Instruction better reflects
learners’ needs for learning a second language.
Content provides the basis for activating both the
cognitive and the interactional processes that are the
starting point for second language learning.

4. Theory of Language
Lexis is central
in integrating
language &
content
Grammar is a
resource for
communicating
content
Language is text
and
discourse-based
Language use
draws on
integrated skills

5. Theory of Learning
1. Comprehension is a necessary
condition for second language
learning to occur.
2. Negotiation of meaning
plays an important role in
understanding context
3. Learning is
facilitated by
corrective
feedback
4. Learning of
both content &
language is
facilitated by
dialogic talk
5. Prior
Knowledge plays
an important role
in CBI
6. Scaffolded learning
plays an import part in
CBI and CLIL

6. Design
Objectives
To develop
intercultural
communication
skills
To prepare for
internationalization
To provide
opportunities to
study content
through different
perspectives
To access
subject-specific
target language
terminology
To improve
overall target
language
competence
To develop oral
communication
skills
To diversify
methods and forms
of classroom
practice
To increase
learner
motivation

7. The syllabus
In CBI courses, the syllabus will depend on whether it is primarily
content driven or language driven.
In CLIL, syllabus will similarly depend on the approach to CLIL the
course is based on and whether it is designed for young learners,
secondary school, or tertiary-level learners.
Types of learning and teaching activities
CBI and CLIL learning activities are not intrinsically different, but many
differ in practice because of the age of the learners and their other
needs.

8. Learner roles
In CBI, learners are expected to acquire language together with content through the
noticing and awareness-raising activities the teacher makes use of. For this reason,
the learner is expected to process language consciously as well as intuitively.
Both CBI and CLIL require active participation on the part of the learners, with a goal
toward learner autonomy.
Teacher roles
In the case of CBI, teachers have to familiarize themselves with (design of courses and
materials), at times, difficult and unfamiliar content and often have to develop their own courses
or choose and adapt materials that provide a basis for CBI.
In the case of CLIL, a key focus is ensuring that students have understood the
material presented.
The role of instructional materials
In both CBI and CLIL, the materials play a central role and may be
specially designed materials, materials used to teach content subjects,
and a variety of different forms of authentic materials

9. Contemporary models of CBI and CLIL
CBI Courses
CLIL Courses
Theme-based
model
Sheltered
model
Adjunct
model
Skills-based
model
Dual-school
education
Bilingual
education
Interdisciplinary
module
approach
Language-based
projects
Specific-domain
vocational CLIL

10. Procedure
Conclusion
Procedures typically used to teach subject matter in a content class
are used, with appropriate adjustments according to the learners’ level
of language proficiency.
CBI and CLIL raise important issues for both teachers and learners.
Critics have noted that most language teachers have been trained to
teach language as a skill rather than to teach a content subject.
Richard, J.C. and Rodgers, T. (2014). Approaches and Methods in Language Teaching. Cambridge: Cambridge University
Press.
References:
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