The document discusses content-based instruction (CBI) and proposes a workshop on the topic. CBI involves teaching content in the target language while students are still learning that language. The workshop would cover objectives of CBI, factors for success including the roles of teachers, resources, active learning, and anxiety reduction. It provides details on characteristics of the teaching/learning process and strategies like graphic organizers, language experience approach, process writing, and dialogue journals.

1. CBI
RELO CAIRO
MENTOR 2019 .EZZELDIN.M
C ONTENT –BASED
INSTRUCTION
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2. 1
• CONTENT
• OBJECTIVES
2
• LANGUAGE OBJECTIVES
• CREATIVE TEACHERS
3
• INNOVATIVE
ADMINSTRATION
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3. CBI ontent based instructions
where content is taught in the
second language L2 while
the students are still in the
process of learning.
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4. CBI the language learning
objectives were equally
important as the content
learning objectives.
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5. WHAT IS CONTENT-BASED
INSTRUCTION?
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
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6. The Central Principles
The Central Principles
1.People learn L2 more succesfully
when using language as a means of
acquiring information.
2. CBI reflects learners’ needs for
learning a second language.
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7. CBI SUCCESS FACTORS
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8. TEACHERS
AVAILABILITY
OF
RESOURCES
ACTIVE
LEARNING
ANXIETY
REDUCTION
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9. Role of
Teachers
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10. The role of teacher and students
. A good language teacher
.Knowledgeable in the subject
matter
.Be able to draw out that
knowledge from students
. Students’ role is to engage
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11. Teacher should keep the
students in the target
language.
Provide effective feedback on
both language on
bothlanguage and content .
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12. Give the students sufficient
support to grasp new
concepts introduced in class.
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13. Give the students enough
linguistics support so that they
can follow what is happing in
class.
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14. Make sure that students
control the language that they
need to perform the tasks
asked of them
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15. Different learning objectives
require very different types of
curricula,syllabi,activities and
materials.
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16. The characteristics
of the teaching/learning
process
Understanding authentic texts
Making meaning clear
Designing activities
Highlighting how language is usedEZZELDIN AE.ALUMNI AUC ALUMNI
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17. The feelings of
students
 Anxity Reduction:
 Anxiety can negatively impact learning
outcomes from both content and
language
 It is important for teachers to create an
environment that is supportive and
friendly.
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18. Classroom environment
The classroom should be a
place where students and
teachers are senstive
towards each others fear
and insecurties
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19. Whole Language should be…
 used with second language learners
 language to be regarded holistically rather
than pieces
 working from top-down not the bottom-up
providing content- rich curriculum
 errors as part of learning
 colloboration between teacher and
students
 zone of proximal development
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20. Graphic Organizer
visual displays
including diagrams, tables, columns
and webs facilitating recall of cognitively
demanding content
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21. Language Experience
Approach
writing story about their life
experiences
practicing reading with the assistance
of teacher
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22. Process writing
brainstorming about the topic
product-oriented’
 collect and evaluate what students
have written.
 shifting the emphasis in teaching
writing
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23. Dialogue Journals
keeping dialogue in journals
Using journals in class or for homework
writing a response but not correcting
form
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24. Availabilty of Resources
 CBI Programs need good
collaboration among teachers and
adminstrative staff parents and
community.
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25. Thank you to be continue in
part two next workshop
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