Content-focused language teaching approaches such as Content-Based Instruction (CBI) and Content and Language Integrated Learning (CLIL) continue to gain both recognition and credibility. In this workshop, participants will be introduced to both the theory and practice of such approaches, with special emphasis on the affective learning domain. After looking at the various benefits and challenges of a content-focuses approach, the presenter will introduce an example of a theme-based CBI program that is currently being used in a tertiary-level English program for management course students in Japan. The aim here is to highlight for participants each step in the instructional design process as well as some of the various considerations at both the macro (curriculum) and micro (task) levels. Participants will then be challenged to consider the motivational merits of implementing a content-focused approach in their own teaching contexts, and be presented with a list of suggested readings for further exploration.
This document contains Paula Martinez's answers to practice questions about Content and Language Integrated Learning (CLIL). It includes:
1) Definitions and explanations of the five dimensions of CLIL - Culture, Environment, Language, Content, and Learning.
2) Details on the advantages of CLIL for young learners, including developing two languages simultaneously and focusing on interesting topics.
3) An analysis of how target language, exposure, technology, intercultural knowledge, language awareness, learning styles, and strategies interact in a CLIL lesson.
4) The correct answers to a CLIL sample test from the University of Cambridge.
5) An outline for designing a CLIL class for
Enriching Vocabulary to the Students of English as Second Language Learners (...Naresh Arruri
This paper focuses on enriching vocabulary to the students of the English as Second
Language learner (ESL) through the approach Content–Integrated–Language–Learning
(CILL). Previously many approaches have been developed, such as language across
curriculum, task based instruction, activity based communicating (ABC model) instruction,
content based instruction and immersion programmes etc. In this paper I shall present a
model for learning Vocabulary of English as Second Language Learner through his/her
preferred content.
2019 Teachers Helping Teachers presentation in Kyrgyzstan, Sept, 2019
CLIL (Content and Integrated Language Learning) is a form of instruction that attempts to emphasize both English language and content to non-native English speakers. It serves as the model of instruction for many courses taught in the liberal arts program of a small college in southern Japan, where the presenter is employed. This presentation explained CLIL through comparison with its cousins: EMI (English Medium Instruction) and CBI (Content Based Instruction). Some of the benefits of the CLIL model will be outlined. An overview of a 15-week freshman political science course meeting twice per week was presented in order to exemplify what a team-taught CLIL course might look like. Participants received a multiple-lesson plan and student materials for one of this course’s 10+ readings to see the how content and language can be integrated, and provided ideas to teachers interested in this instructional model.
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. The document provides guidelines for the use of Most Essential Learning Competencies (MELCs) in the Philippine basic education system during the 2020-2021 school year due to the COVID-19 pandemic.
2. It identifies the MELCs as the most essential and indispensable competencies that learners must acquire given challenges in distance learning. The MELCs are intended to focus instruction and lighten the burden of converting resources.
3. The document describes the process used to identify the MELCs, which included determining the most essential competencies based on criteria like being enduring and applicable to real life. It emphasizes that the MELCs are anchored in existing curriculum standards.
This document discusses content-based instruction (CBI), a method of language teaching where the content and language are taught together using themes or topics. CBI focuses on communicating meaning rather than language structure alone. The teacher acts as an expert in the subject matter and elicits knowledge from students, who are autonomous and active learners. Grammar is not taught independently, but as part of vocabulary and discourse. CBI has advantages like increased motivation and confidence for students, but also challenges like ensuring language levels are appropriate and finding suitable content sources.
This document contains Paula Martinez's answers to practice questions about Content and Language Integrated Learning (CLIL). It includes:
1) Definitions and explanations of the five dimensions of CLIL - Culture, Environment, Language, Content, and Learning.
2) Details on the advantages of CLIL for young learners, including developing two languages simultaneously and focusing on interesting topics.
3) An analysis of how target language, exposure, technology, intercultural knowledge, language awareness, learning styles, and strategies interact in a CLIL lesson.
4) The correct answers to a CLIL sample test from the University of Cambridge.
5) An outline for designing a CLIL class for
Enriching Vocabulary to the Students of English as Second Language Learners (...Naresh Arruri
This paper focuses on enriching vocabulary to the students of the English as Second
Language learner (ESL) through the approach Content–Integrated–Language–Learning
(CILL). Previously many approaches have been developed, such as language across
curriculum, task based instruction, activity based communicating (ABC model) instruction,
content based instruction and immersion programmes etc. In this paper I shall present a
model for learning Vocabulary of English as Second Language Learner through his/her
preferred content.
2019 Teachers Helping Teachers presentation in Kyrgyzstan, Sept, 2019
CLIL (Content and Integrated Language Learning) is a form of instruction that attempts to emphasize both English language and content to non-native English speakers. It serves as the model of instruction for many courses taught in the liberal arts program of a small college in southern Japan, where the presenter is employed. This presentation explained CLIL through comparison with its cousins: EMI (English Medium Instruction) and CBI (Content Based Instruction). Some of the benefits of the CLIL model will be outlined. An overview of a 15-week freshman political science course meeting twice per week was presented in order to exemplify what a team-taught CLIL course might look like. Participants received a multiple-lesson plan and student materials for one of this course’s 10+ readings to see the how content and language can be integrated, and provided ideas to teachers interested in this instructional model.
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. The document provides guidelines for the use of Most Essential Learning Competencies (MELCs) in the Philippine basic education system during the 2020-2021 school year due to the COVID-19 pandemic.
2. It identifies the MELCs as the most essential and indispensable competencies that learners must acquire given challenges in distance learning. The MELCs are intended to focus instruction and lighten the burden of converting resources.
3. The document describes the process used to identify the MELCs, which included determining the most essential competencies based on criteria like being enduring and applicable to real life. It emphasizes that the MELCs are anchored in existing curriculum standards.
This document discusses content-based instruction (CBI), a method of language teaching where the content and language are taught together using themes or topics. CBI focuses on communicating meaning rather than language structure alone. The teacher acts as an expert in the subject matter and elicits knowledge from students, who are autonomous and active learners. Grammar is not taught independently, but as part of vocabulary and discourse. CBI has advantages like increased motivation and confidence for students, but also challenges like ensuring language levels are appropriate and finding suitable content sources.
This document provides an overview of the Seminario de Lingüística Aplicada course at Universidad Tecnológica de Pereira. The course is a 3 credit, 3 hour per week seminar that focuses on applied linguistics and its relationship to language teaching. Over the 15 week course, students will explore topics like bilingualism, language planning, approaches and methods in language teaching, and language testing. Assessment will include analysis papers, lesson plans, and an final oral presentation. The course aims to help students reflect on their professional development and apply linguistic theory to their teaching practice.
This document discusses Content and Language Integrated Learning (CLIL), an approach to teaching subjects in a foreign language to improve both content knowledge and language skills. It provides an overview of CLIL, including definitions, benefits, different models of implementation, and considerations for applying CLIL such as teacher training, curriculum design, and methodology. Challenges of CLIL are also addressed, such as ensuring comprehension for students with varying language abilities and balancing language accuracy and content coverage.
This document provides an overview of an ECML project called ConBaT+ that aims to integrate plurilingualism and culturalism into CLIL or Content and Language Integrated Learning. It discusses the challenges of plurilingualism and CLIL, defines CLIL, and outlines the rationale for CLIL and plurilingualism in Europe. It also reviews the status and developments of CLIL in countries like Ireland, discusses research on CLIL, and areas that require more research.
Singapore English Syllabus - Better than what you thinkDavid Yeng
In Singapore, we have a distinct reason to learn English. Although we are from Singapore, a Asian country, our proficiency in English is extremely high. In most non-English speaking systems or International Curriculum, English is used mainly for functional use (Read, Listen, Write, Speak). Singapore's English is much more than that. It is to be developed as a tool of thought, to respond, to critique, to analyse, etc...
Ppt program models and features of bilingual and esl programs (1) 5cpincock
This document discusses different models for bilingual education and English as a second language programs. It summarizes the goals and key features of different program models including transitional bilingual programs, dual bilingual programs (one-way and two-way), ESL pull-out, ESL self-contained, sheltered English/content-based ESL, and legal requirements for bilingual education in Texas. The models vary based on factors like the student population, use of native language, inclusion of English speakers, and duration of the program.
Content and language integrated learning (CLIL) means using a foreign language as the medium of instruction to teach non-language subjects. It aims to teach content and language simultaneously through collaborative and participative teaching methods. Some benefits of CLIL include making language learning more attractive and functional when using the language to acquire information. It also promotes cognitive flexibility, intercultural understanding, and the development of communication strategies. For content teachers, it requires changing from a lecturing style to acting as a facilitator who trains learners through discovery-based tasks and a focus on oral fluency.
The document discusses content-based language teaching (CLIL) in the classroom. It defines CLIL as teaching content through the target language to promote meaningful communication. The advantages include creating contexts for use of the target language, easier recall of content-based information, and development of cognitive and communication skills. Challenges include teachers lacking subject knowledge and difficulty assessing student performance. Effective planning involves setting objectives, adapting content and language, using tasks, and criteria for evaluation. CLIL is a useful strategy that emphasizes content learning through communication in the target language.
This document discusses Content and Language Integrated Learning (CLIL), an educational approach where subjects are taught in a foreign language to simultaneously teach content and language skills. It provides background on CLIL, including key definitions, how it has developed over time in Europe through various initiatives, and how it is implemented in different countries and educational systems. The document also discusses benefits of CLIL for learners, as well as strategies and considerations for teaching CLIL effectively.
Effective vocabulary teaching strategies for the english for academic purpos...NOR RUBA'YAH ABD RAHIM
The document discusses effective vocabulary teaching strategies for English for Academic Purposes ESL classrooms. It provides definitions of key terms like vocabulary, academic vocabulary, and lexicon. It also outlines how vocabulary is learned and explores best practices in vocabulary instruction employed at three educational institutions in the U.S.
This document provides guidance for English teachers on designing annual teaching plans, unit plans, and lesson plans aligned with the new English National Curriculum Guidelines in Ecuador. It discusses key considerations for each type of plan, including using curriculum documents to determine objectives and content, selecting methodologies and resources, and incorporating assessment. Sample templates are also provided for the main components of an annual plan, unit plan, and lesson plan, such as objectives, methodologies, resources, and assessment. The document aims to help teachers design plans that meet national standards and address student needs and interests.
This document provides guidance on teaching English in secondary school (classes 9-12) in India. It discusses the role and importance of English in India, objectives for English learning, and recommendations for curriculum, content, evaluation, and skills/attitudes to foster. Key points include:
- English plays an important role in education, business, and opportunities in India but should be accessible to all students.
- Objectives include developing proficiency in listening, speaking, reading, writing, and using English in social settings.
- The curriculum should include literature, contemporary texts, and focus on communication skills. Evaluation should provide feedback to teachers.
- Content should reflect students' environment and issues like gender,
EAL pedagogy and lesson analysis at COPA in cooperation with EAL Academy. MFL approach to teaching English as an Additional Language in mainstream lessons.
CLIL (Content and Language Integrated Learning) is an educational approach that teaches additional language skills through non-language subjects. It began in the 1990s due to increasing globalization. There are many forms of CLIL including language showers, camps, student exchanges, and total immersion programs. Effective CLIL strategies include integrating language learning into content classes and using content from subjects in language classes to achieve both content and language goals while also developing learning skills.
This thesis examines teaching grammar at basic schools according to the Framework Educational Programme in the Czech Republic. The theoretical part analyzes the Framework Educational Programme and discusses the role of grammar in language teaching curriculum. It identifies different types of grammar and how it can be presented and tested. The practical part describes developing a School Educational Programme for the 6th class, including grammatical units and sample lesson plans. It also includes hypotheses for lessons, evaluations, and sample tests to check student knowledge. The conclusion considers advantages and disadvantages of using the Framework Educational Programme for teachers and students.
REFLESS Project - MA Linguistics Programme InformationREFLESS Project
TEMPUS project "Reforming Foreign Language Studies in Serbia", Working visit to University of Southampton, MA Applied Linguistics for Language Teaching, MA English Language Teaching, MA Applied Linguistics Research Methodology
This document discusses embedding ESOL (English for Speakers of Other Languages) instruction across subject areas. It provides examples of how to design tasks that support both language and subject area learning using selected teaching materials. Guidelines are provided for subject teachers on how to effectively use materials to embed language development, explaining how the teacher should use the materials and for what purpose.
This document lists several courses being offered during the Spring 2019 term. They include:
- Content-based Instruction, which teaches English teachers how to lead courses integrating content and language learning.
- Integrating Critical Thinking Skills into the Exploration of Culture, which helps students develop intercultural skills through critical analysis of personal experiences and media.
- Professional Development for Teacher Trainers, which helps trainers develop effective methods for comprehensive teacher workshops.
- Teaching English to Young Learners, which introduces techniques for teaching language to children ages 7-12.
- Teaching Grammar Communicatively, which explores adapting grammar instruction to student needs.
- TESOL Methodology, which compares traditional and modern language teaching
This document summarizes the key differences between tasks and exercises in second language teaching. Tasks are distinguished from exercises based on four criteria: 1) a primary focus on meaning, 2) a communicative gap that motivates language use, 3) participants using their own resources, and 4) a clearly defined communicative outcome. Tasks are argued to develop implicit linguistic knowledge, while exercises can develop explicit knowledge. The document discusses three approaches to incorporating tasks in language teaching based on theories of the relationship between implicit and explicit knowledge: a task-supported approach, a task-based approach, and a modular approach.
Is there any instructional method to teach content through English as a foreign language?
Different Approaches to an Instructional Model
Manuel F. Lara Garrido - lara25@bepnetwork.com
Modernistic Upgradation of Content-Based Instruction in Teaching English As A...IRJET Journal
This document discusses modern approaches to content-based instruction for teaching English as a second language. It describes three basic models of content-based instruction: theme-based language model, sheltered content model, and adjunct language model. It then discusses how these models have evolved, including the immersion model and Monterey model, which integrate language and content learning to improve students' language skills like speaking. The document argues that combining elements of the different content-based instruction models can effectively develop English proficiency among second language learners.
This document provides an overview of the Seminario de Lingüística Aplicada course at Universidad Tecnológica de Pereira. The course is a 3 credit, 3 hour per week seminar that focuses on applied linguistics and its relationship to language teaching. Over the 15 week course, students will explore topics like bilingualism, language planning, approaches and methods in language teaching, and language testing. Assessment will include analysis papers, lesson plans, and an final oral presentation. The course aims to help students reflect on their professional development and apply linguistic theory to their teaching practice.
This document discusses Content and Language Integrated Learning (CLIL), an approach to teaching subjects in a foreign language to improve both content knowledge and language skills. It provides an overview of CLIL, including definitions, benefits, different models of implementation, and considerations for applying CLIL such as teacher training, curriculum design, and methodology. Challenges of CLIL are also addressed, such as ensuring comprehension for students with varying language abilities and balancing language accuracy and content coverage.
This document provides an overview of an ECML project called ConBaT+ that aims to integrate plurilingualism and culturalism into CLIL or Content and Language Integrated Learning. It discusses the challenges of plurilingualism and CLIL, defines CLIL, and outlines the rationale for CLIL and plurilingualism in Europe. It also reviews the status and developments of CLIL in countries like Ireland, discusses research on CLIL, and areas that require more research.
Singapore English Syllabus - Better than what you thinkDavid Yeng
In Singapore, we have a distinct reason to learn English. Although we are from Singapore, a Asian country, our proficiency in English is extremely high. In most non-English speaking systems or International Curriculum, English is used mainly for functional use (Read, Listen, Write, Speak). Singapore's English is much more than that. It is to be developed as a tool of thought, to respond, to critique, to analyse, etc...
Ppt program models and features of bilingual and esl programs (1) 5cpincock
This document discusses different models for bilingual education and English as a second language programs. It summarizes the goals and key features of different program models including transitional bilingual programs, dual bilingual programs (one-way and two-way), ESL pull-out, ESL self-contained, sheltered English/content-based ESL, and legal requirements for bilingual education in Texas. The models vary based on factors like the student population, use of native language, inclusion of English speakers, and duration of the program.
Content and language integrated learning (CLIL) means using a foreign language as the medium of instruction to teach non-language subjects. It aims to teach content and language simultaneously through collaborative and participative teaching methods. Some benefits of CLIL include making language learning more attractive and functional when using the language to acquire information. It also promotes cognitive flexibility, intercultural understanding, and the development of communication strategies. For content teachers, it requires changing from a lecturing style to acting as a facilitator who trains learners through discovery-based tasks and a focus on oral fluency.
The document discusses content-based language teaching (CLIL) in the classroom. It defines CLIL as teaching content through the target language to promote meaningful communication. The advantages include creating contexts for use of the target language, easier recall of content-based information, and development of cognitive and communication skills. Challenges include teachers lacking subject knowledge and difficulty assessing student performance. Effective planning involves setting objectives, adapting content and language, using tasks, and criteria for evaluation. CLIL is a useful strategy that emphasizes content learning through communication in the target language.
This document discusses Content and Language Integrated Learning (CLIL), an educational approach where subjects are taught in a foreign language to simultaneously teach content and language skills. It provides background on CLIL, including key definitions, how it has developed over time in Europe through various initiatives, and how it is implemented in different countries and educational systems. The document also discusses benefits of CLIL for learners, as well as strategies and considerations for teaching CLIL effectively.
Effective vocabulary teaching strategies for the english for academic purpos...NOR RUBA'YAH ABD RAHIM
The document discusses effective vocabulary teaching strategies for English for Academic Purposes ESL classrooms. It provides definitions of key terms like vocabulary, academic vocabulary, and lexicon. It also outlines how vocabulary is learned and explores best practices in vocabulary instruction employed at three educational institutions in the U.S.
This document provides guidance for English teachers on designing annual teaching plans, unit plans, and lesson plans aligned with the new English National Curriculum Guidelines in Ecuador. It discusses key considerations for each type of plan, including using curriculum documents to determine objectives and content, selecting methodologies and resources, and incorporating assessment. Sample templates are also provided for the main components of an annual plan, unit plan, and lesson plan, such as objectives, methodologies, resources, and assessment. The document aims to help teachers design plans that meet national standards and address student needs and interests.
This document provides guidance on teaching English in secondary school (classes 9-12) in India. It discusses the role and importance of English in India, objectives for English learning, and recommendations for curriculum, content, evaluation, and skills/attitudes to foster. Key points include:
- English plays an important role in education, business, and opportunities in India but should be accessible to all students.
- Objectives include developing proficiency in listening, speaking, reading, writing, and using English in social settings.
- The curriculum should include literature, contemporary texts, and focus on communication skills. Evaluation should provide feedback to teachers.
- Content should reflect students' environment and issues like gender,
EAL pedagogy and lesson analysis at COPA in cooperation with EAL Academy. MFL approach to teaching English as an Additional Language in mainstream lessons.
CLIL (Content and Language Integrated Learning) is an educational approach that teaches additional language skills through non-language subjects. It began in the 1990s due to increasing globalization. There are many forms of CLIL including language showers, camps, student exchanges, and total immersion programs. Effective CLIL strategies include integrating language learning into content classes and using content from subjects in language classes to achieve both content and language goals while also developing learning skills.
This thesis examines teaching grammar at basic schools according to the Framework Educational Programme in the Czech Republic. The theoretical part analyzes the Framework Educational Programme and discusses the role of grammar in language teaching curriculum. It identifies different types of grammar and how it can be presented and tested. The practical part describes developing a School Educational Programme for the 6th class, including grammatical units and sample lesson plans. It also includes hypotheses for lessons, evaluations, and sample tests to check student knowledge. The conclusion considers advantages and disadvantages of using the Framework Educational Programme for teachers and students.
REFLESS Project - MA Linguistics Programme InformationREFLESS Project
TEMPUS project "Reforming Foreign Language Studies in Serbia", Working visit to University of Southampton, MA Applied Linguistics for Language Teaching, MA English Language Teaching, MA Applied Linguistics Research Methodology
This document discusses embedding ESOL (English for Speakers of Other Languages) instruction across subject areas. It provides examples of how to design tasks that support both language and subject area learning using selected teaching materials. Guidelines are provided for subject teachers on how to effectively use materials to embed language development, explaining how the teacher should use the materials and for what purpose.
This document lists several courses being offered during the Spring 2019 term. They include:
- Content-based Instruction, which teaches English teachers how to lead courses integrating content and language learning.
- Integrating Critical Thinking Skills into the Exploration of Culture, which helps students develop intercultural skills through critical analysis of personal experiences and media.
- Professional Development for Teacher Trainers, which helps trainers develop effective methods for comprehensive teacher workshops.
- Teaching English to Young Learners, which introduces techniques for teaching language to children ages 7-12.
- Teaching Grammar Communicatively, which explores adapting grammar instruction to student needs.
- TESOL Methodology, which compares traditional and modern language teaching
This document summarizes the key differences between tasks and exercises in second language teaching. Tasks are distinguished from exercises based on four criteria: 1) a primary focus on meaning, 2) a communicative gap that motivates language use, 3) participants using their own resources, and 4) a clearly defined communicative outcome. Tasks are argued to develop implicit linguistic knowledge, while exercises can develop explicit knowledge. The document discusses three approaches to incorporating tasks in language teaching based on theories of the relationship between implicit and explicit knowledge: a task-supported approach, a task-based approach, and a modular approach.
Is there any instructional method to teach content through English as a foreign language?
Different Approaches to an Instructional Model
Manuel F. Lara Garrido - lara25@bepnetwork.com
Modernistic Upgradation of Content-Based Instruction in Teaching English As A...IRJET Journal
This document discusses modern approaches to content-based instruction for teaching English as a second language. It describes three basic models of content-based instruction: theme-based language model, sheltered content model, and adjunct language model. It then discusses how these models have evolved, including the immersion model and Monterey model, which integrate language and content learning to improve students' language skills like speaking. The document argues that combining elements of the different content-based instruction models can effectively develop English proficiency among second language learners.
CBI at the Community College Level: Is it Feasible?
Content-based instruction (CBI) refers to the teaching of language through exposure to content that is interesting and relevant to learners. This content serves several purposes. First, it provides a rich context for the language classroom, allowing the teacher to present and explain specific language features. Additionally, it addresses the learners’ need for cognitively challenging input that can both facilitate language acquisition and help foster critical thinking skills.
In their pioneering volume on CBI (1989), Brinton, Snow, and Wesche identified three prototype models of CBI—theme-based, sheltered, and adjunct—documenting their implementation in a variety of ESL/EFL contexts. Additional “hybrid” models of these three prototypes have continued to evolve as institutional experiences with CBI expand.
Although many agree with the teaching/learning concepts that underlie CBI as an approach to second language instruction, numerous factors can impede its successful implementation. In this 90-minute workshop, panelists explore the question of whether CBI is feasible in the California community college context. Following a brief orientation to CBI, presenters from five California community college programs provide details on existing CBI programs at their community colleges. They then discuss successes and challenges in implementing CBI at the community college with respect to a variety of issues, including the selection of content or discipline areas, program design, funding, and administrative concerns. Audience members are encouraged to ask questions and share their own experiences.
Panelists:
Donna M. Brinton
University of Southern California
Los Angeles, CA
dbrinton@usc.edu
Nancy Sander
West Los Angeles College
Culver City, CA
SanderN@wlac.edu
Sharon Jaffe
Santa Monica College
Santa Monica, CA
JAFFE_SHARON@smc.edu
Patricia Kelly
Southwestern College
Chula Vista, CA
pkelly1@swccd.edu
Marsha Chan
Mission College
Santa Clara, California
marsha@sunburstmedia.com
Barbara Luther
Saddleback College
Mission Viejo, CA
bjlu5903@att.net
The document discusses various curriculum designs that incorporate content into language teaching, including language across the curriculum, immersion education, programs for immigrants and LEP students, and language for specific purposes. It then examines contemporary models of content-based instruction at university, secondary, and private language institute levels. These models include theme-based instruction, sheltered content instruction, adjunct language instruction, and team teaching approaches.
CBI is an instructional approach that emphasizes learning content over language. It has grown in popularity for teaching ESL and EFL. CBI provides students opportunities to be exposed to English through academic content. It can integrate language and content learning in different models, including content-driven, language-driven, and sheltered models. Effective CBI requires strategies like cooperative learning, task-based activities, and graphic organizers to help students comprehend and communicate around academic subjects in English.
Competency-based English Teaching and Learning: Investigating Pre-service tea...Haksa Vanholick
English competency is known as one of the crucial skills in various social
contexts in Hong Kong. In tertiary educational setting, English courses do not focus
solely on the development of the four language skills. Rather, they put emphasis on the
application of English Language for academic use or instrumental use
Content-based instruction teaches a second language through academic content rather than through grammar lessons. It uses topics from other subject areas to provide meaningful context for language learning. The goals are to motivate students by letting them use the target language for real-world purposes, and to reflect students' academic needs. Language is taught through texts and discourse on various topics, with integrated reading, writing, listening and speaking skills. The curriculum follows the topics from subjects the students need for their studies. Objectives include developing language skills, learning strategies, and academic skills while also broadening understanding of other cultures. Teachers must be experts in the academic content and help students work collaboratively to make sense of authentic materials.
1) Content and language integrated learning (CLIL) involves using a foreign language as the means to teach non-language subjects, with the goal of developing both content knowledge and language skills simultaneously.
2) There are various models for implementing CLIL, including full immersion programs and partial integration within specific subjects. Successful programs require gradual implementation, selection of appropriate subjects, curriculum design, and teacher training.
3) Both content and language teachers must adapt their methodologies, with content teachers focusing on participation and language teachers supporting content mastery. Materials should be visual and interactive to engage students.
The document discusses different program models and instructional approaches for teaching English Language Learners (ELLs). It describes bilingual education programs like transitional bilingual education and dual language immersion that teach some content in the native language initially. It also outlines sheltered instruction, an approach where content is taught in English but made comprehensible for ELLs. The Sheltered Instruction Observation Protocol (SIOP) provides guidance on lesson preparation and delivery techniques to support ELLs in sheltered classes.
The document discusses several post-CLT language teaching approaches, including task-based language teaching, content-based instruction, the lexical approach, and others. It provides definitions and explanations of key concepts for each approach. For task-based language teaching, it emphasizes that the methodology centers around students performing tasks, and defines the pre-task, main task, and post-task phases. For content-based instruction, it notes that the curriculum is based on academic subjects that provide natural content for language learning. The lexical approach focuses on developing learner proficiency with lexical chunks and collocations rather than grammar.
Estos son lo detalles de programa Online Professional English Network ofrecido por la Oficina Regional de Programas de Inglés de la Embajada de los EEUU para docentes de inglés.
Integrating Project- Based Learning into English for Specific-Purposes.pptxSardorJumanazarov1
The document discusses integrating project-based learning into English for specific purposes classes. It first provides an overview of content-based instruction and project-based learning, noting that content-based instruction integrates language teaching with subject matter topics. It then discusses how content-based instruction is applied in language for specific purposes and English for specific purposes contexts. Finally, it defines project-based learning as a student-centered method that has students collaboratively work on real-world tasks over an extended period to help them learn concepts and directly apply their learning.
This study examines the use of Communicative Language Teaching (CLT) in schools in Misurata, Libya. The current English curriculum in Libyan schools is based on CLT, but many teachers still use traditional teaching methods. The study aims to understand teachers' exposure to and implementation of CLT, as well as difficulties they face. Sixteen English teachers in Misurata completed a questionnaire. Results showed that while teachers are aware of CLT's benefits, they encounter challenges like lack of teacher training, unmotivated students, an exam-focused education system, and limited resources. Teachers expressed interest in CLT but were pessimistic about fully adopting it until these challenges are addressed and conditions are improved to better support CL
Este es el programa para el MOOC Online Professional English Network Program.ste consiste de cursos de 8 semanas ofrecidos por prestigiosas instituciones de Educación Superior en EEUU.
A case study for the integration of technology into required english at at J...David Brooks
This document outlines David L. Brooks' presentation at the E-Learn 2015 conference on integrating technology into English as a foreign language (EFL) instruction at a Japanese university. Brooks discusses using an intercultural task-based approach, where students complete collaborative performance tasks. He advocates for "metacognitive inculturalization" to help students adapt to the EFL classroom culture. Examples of tasks discussed include role-plays, debates, and creating video programs. Brooks also provides examples of how he instructs students on a topic speech project, including setting goals, the writing process, and assessment criteria.
CBI is an effective method for combining language and content learning, particularly in EFL contexts. It involves using content or information as the organizing principle for instruction rather than focusing on language. Students learn a second language more successfully when using it to acquire meaningful information rather than focusing on language itself. CBI builds on students' prior knowledge and experiences and aims to develop their language skills through engaging with interesting and useful content.
The document provides an overview of approaches to teaching English as a second language. It discusses an enlightened and eclectic approach that blends tasks and techniques. Communicative language teaching focuses on meaning, fluency, and student-centered learning. Key principles of CLT include focus on grammar, discourse, language use, student learning process, and the teacher as facilitator. The document also discusses learner-centered instruction, cooperative learning, interactive learning, whole language education, and task-based instruction. It emphasizes integrating linguistic, psychological, and social perspectives to understand second language acquisition.
Content Based Instruction is an approach to teaching a second language that focuses on teaching content or information rather than explicitly teaching the language itself. It is based on the principles that language is learned more successfully when used to acquire information rather than as an end goal, and that this approach better meets learners' needs. Content areas like science, history or literature are used as the basis for developing language skills through activities focused on vocabulary, discourse or communication. The role of the teacher is to have knowledge in the subject matter and elicit that from students. CBI has been shown to effectively increase English proficiency while teaching necessary academic and professional skills.
1. The document discusses several teaching methods including Communicative Language Teaching (CLT), Learner Centered Instruction (LCI), Cooperative and Collaborative Learning (CCL), Interactive Learning, Content Based Instruction (CBI), and Task Based Learning (TBL).
2. CLT emphasizes interaction as the means and goal of language learning through activities like role-plays, interviews, and games. LCI is determined by student needs and makes students active participants. CCL involves students collaborating in groups to discuss lectures or work on shared projects.
3. Interactive Learning incorporates social media and games to develop problem-solving and interpersonal skills. CBI teaches language through learning about various subjects/content.
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Content-Focused Language Instruction - Handout 2014
1. Content-Focused Language Instruction
Brent A. Jones
Konan University, Hirao School of Management
Abstract - Content-focused language teaching approaches such as Content-Based Instruction (CBI)
and Content and Language Integrated Learning (CLIL) continue to gain both recognition and
credibility. In this workshop, participants will be introduced to both the theory and practice of such
approaches, with special emphasis on the affective learning domain. After looking at the various
benefits and challenges of a content-focuses approach, the presenter will introduce an example of a
theme-based CBI program that is currently being used in a tertiary-level English program for
management course students in Japan. The aim here is to highlight for participants each step in the
instructional design process as well as some of the various considerations at both the macro
(curriculum) and micro (task) levels. Participants will then be challenged to consider the
motivational merits of implementing a content-focused approach in their own teaching contexts,
and be presented with a list of suggested readings for further exploration.
Content-Based Instruction (CBI)
Our decision to adopt a content-focused curriculum for our program was greatly influenced by
findings and developments in the fields of language teaching and second-language acquisition
related to Content-Based Instruction (CBI) and more recently Content and Language Integrated
Learning (CLIL). Although the practice of learning (and teaching) a new language via authentic
subject matter has a long history, it is only the past twenty years or so that empirical studies have
been seriously undertaken and that clear examples and viable templates have been published (see,
for example, Brinton, Snow & Wesche, 2003). The rationale outlined by Brinton, Snow and
Wesche (2003) is that a CBI curriculum:
- offers learners the necessary conditions for second language learning by exposing them to
meaningful language;
- builds on the learner’s previous learning experiences in the subject matter, the target language,
and in formal educational settings;
- takes into account the interests and needs of the learners through their engagement with the
academic subject matter and discourse patterns that they need to master;
- allows a focus on (communicative language) use as well as on (accurate) usage; and
- incorporates the eventual uses the learner will make of the language through engagement with
relevant content and L2 discourse with a purpose other than language teaching.
The dominant models of CBI that have appeared are (1) Theme-Based Language Instruction, (2)
Sheltered Content Instruction, and (3) Adjunct Language Instruction. These and other CBI models
differ from one another in terms of being content or language driven. Table 1 highlights some of the
characteristics of each.
Table 1. Characteristics of Content and Language Driven CBI Curriculums
Content-Driven Language-Driven
Content is taught in L2.
Content learning is priority.
Language learning is secondary.
Content objectives determined by course goals
or curriculum.
Teachers must select language objectives.
Students evaluated on content mastery.
Content is used to learn L2.
Language learning is priority.
Content learning is incidental.
Language objectives determined by L2 course
goals or curriculum.
Students evaluated on content to be integrated.
Students evaluated on language
skills/proficiency.
2. Theme or topic-based language courses are used to bring subject matter into the language
classroom. The materials chosen provide a springboard for analyzing and studying language. In
comparison, sheltered courses are content courses that include help with target language meaning
and subtleties. Finally, the adjunct model involves separate but coordinated classes, one with a
focus on the content and the other with language support related to that content. In terms of
instructional format, the three models differ in the degree of explicit integration of language and
content (Brinton, Snow & Wesche, 2003). Figure 1 shows how each of these models fall on a CBI
continuum.
Theme-Based Model Sheltered Model Adjunct Model
Language Class <<=======================================>> Mainstream Class
Figure 1. A Content-Based Continuum.
Some key characteristics of each model are listed below.
Adjunct Model
- Students are expected to learn content material while simultaneously acquiring academic language
proficiency.
- Content instructors and language instructors share responsibility for student learning.
Sheltered Model
- Learners are given special assistance.
- Sometimes two teachers can work together to give instruction in a specific subject.
- The Content Specialist will give a short lecture and then the English Specialist will check that the
students have understood the important words by reviewing them later.
Theme-Based Model
- The goal of these courses is to help students develop L2 skills and proficiency.
- Themes are selected based on their potential to contribute to the learner’s language growth in
specific topical or functional domains.
- Theme-based courses are taught by language instructors to L2 learners who are evaluated in terms
of their language growth.
- Content learning and language learning are pursued in tandem.
The CBI approach is somewhat related to (1) English for Specific Purposes (ESP), which usually is
for vocational or occupational needs, and (2) English for Academic Purposes (EAP). The goal of
CBI is to help students acquire a new language using the context of specific subject matter. The
assumption is that students learn the language by using it within the specific context. Rather than
learning a language out of context, it is learned within the context of a specific academic subject.
CBI has also been gaining attention in the EU.
The integration of language & content teaching is perceived by the European Commission as
"an excellent way of making progress in a foreign language". CBI effectively increases
learners' English language proficiency & teaches them the skills necessary for success in
various professions. With CBI, learners gradually acquire greater control of the English
language, enabling them to participate more fully in an increasingly complex academic &
social environment. (Wikipedia)
In CBI, there is a move away from teacher as instructor to teacher as facilitator, with an emphasis
on cooperative learning. This results in new arrangements and possibilities for learning, such as in
the jigsaw classroom, where students become "experts" on one part of a group project and teach it
3. to the others in their group. For example, in the European Studies course at CUBE, the syllabus is
explicit about what is meant by cooperation and student responsibilities:
Student-led research and weekly schedule - Students will conduct ongoing individual research
and are required to become experts on one EU and one non-EU European country. They are
expected to keep up on its news throughout the term.
Putting learners at the heart of the learning process fits in with the aims of the entire program. The
concept of CUBE from its inception has been to mesh instructional strategies such as:
PBL (Problem-based or Project-based Learning)
Learning via complex, multifaceted, and realistic problems
ABL (Activity-based Learning)
Learning through actively exploring and experience
SDL (Self-directed Learning)
Learning through one’s own efforts
CBI is a way of putting these strategies to work and helping students realize their language learning
potential. How CBI works in practice is harder to pin down, and some instructors have requested
more concrete, step-by-step support. Although CBI is still referenced in second language
acquisition literature, some academics have taken to the concept of content and language integrated
learning (CLIL).
Content and Language Integrated Learning (CLIL)
According to the European Commission Languages website, CLIL is an approach to teaching and
learning that involves subjects being taught through the medium of a language other than that
normally used in class, and in that respect is the heir to a number of successful partial immersion
programs. A benefit for the learner is that they can gain new knowledge about subject content while
at the same time coming into contact with, learning about, using and improving the L2 or other
foreign language. Knowledge of the language in the context of the highly technological societies of
the twenty-first century helps students to develop core skills and competencies in their L1 at the
same time. The kinds of 21st century skills that are brought to mind are those of critical thinking,
problem solving, creativity and innovation, communication, collaboration, information and ICT
literacies, self-initiative, social interaction, productivity, and leadership (for a related discussion, see
the Partnership for 21st Century Skills website (n.d.).
It is important to note in relation to the CUBE English program that while CLIL emphasizes the
need to teach the subject and new language in tandem, it does not represent a top-down
methodology welded on to the curriculum. In fact, it allows for a number of methods for language
and content teaching.
The benefits of a CLIL approach are numerous, and may form a good match for our program aims
moving forward. Increased motivation raises the potential for enhanced performance in and
production of both language and content, greater confidence in both English and the L1, and sharper
thinking skills. A further advantage in an increasingly competitive job market, and especially given
that our students are Management majors, appears to be in developing an intercultural mindset
which ought to make them more employable, while serving them well when embarking on their
careers.
In sum, the strength of CLIL lies in its attempt to apply principles created through research on
varieties of language immersion programs and their efficacy. Students are encouraged to use their
language skills now. As such, it differs markedly from learning first in a decontextualized
4. “language for the sake of language” classroom, where students would only be applying or realizing
their language skills later, if at all.
Acknowledgements
The presenter acknowledges the valuable and insightful contributions and feedback from students
and fellow teachers at the Hirao School of Management. Deserving special mention is Roger
Palmer, who has helped me develop my understanding of content-focused approaches to language
instruction and genre writing, and at the same time develop the program at Konan University (Jones
& Palmer, 2012).
References
Brinton, D., Snow, M. A., & Wesche, M. (1989). Content-based second language instruction. New
York: Newbury House.
Dörnyei, Z. (2001). Teaching and researching motivation. Harlow, UK: Longman.
European Commission Languages (n.d.). Retrieved October 31, 2013 from
http://ec.europa.eu/languages/language-teaching/content-and-language-integrated-learning_en.htm
Fink, L. D. (2003). Creating Significant Learning Experiences: An integrated approach to
designing college courses. San Francisco, CA: John Wiley & Sons, Inc.
Jones, B. & Palmer, R. (2012). The CUBE English program and a content-based approach to
instruction. Hirao School of Management Review, 30-52. Nishinomiya: Konan University.
Partnership for 21st Century Skills (n.d.). Retrieved October 31, 2013 from
http://www.p21.org/index.php?option=com_content&task=view&id=254&Itemid
Wiggins, G. (1998). Educative assessment: Designing assessments to inform and improve student
performance. San Francisco: Jossey-Bass.
Online Resources
ACTFL Proficiency Guidelines
http://actflproficiencyguidelines2012.org/
Compleat Lexical Tutor
http://www.lextutor.ca
EIKEN Comparison Table
http://stepeiken.org/comparison-table
Lextutor Vocabulary Profiler
http://www.lextutor.ca/vp/
Rutgers - Course Goals (Unified Writing Curriculum)
http://www.ncas.rutgers.edu/course-goals-unified-writing-curriculum
Spreeder
http://www.spreeder.com
Tests Document Readability
http://www.online-utility.org/english/readability_test_and_improve.jsp
TOEIC Washback Affect
http://www.tnewfields.info/Articles/washback.htm
TOEFL Equivalency Table
http://secure.vec.bc.ca/toefl-equivalency-table.cfm
P21 Framework Definitions
http://www.p21.org/storage/documents/P21_Framework_Definitions.pdf
Biographical Statement: Brent A. Jones has taught ESL/EFL in Hawaii, Japan and throughout
Central and Southeast Asia since 1987. He is currently teaching for Konan University, Hirao School
of Management and is Director of Language Programs. His major research interests are L2 learning
motivation, extensive reading, curriculum development, materials development and instructional
design. He can be contacted at bjones@center.konan-u.ac.jp.
5. Appendix 1 - Characteristics of Authentic Learning Activities
Adapted from Reeves, T. C., Herrington, J., & Oliver, R. (2002). Authentic activity as a model for
web-based learning. 2002 Annual Meeting of the American Educational Research Association, New
Orleans, LA, USA.
Real-world relevance: Activities match as nearly as possible the real-world tasks of professionals
in practice rather than decontextualized or classroom-based tasks.
Ill-defined: Activities require students to define the tasks and subtasks needed to complete the
activity.
Complex, sustained tasks: Activities are completed in days, weeks, and months rather than
minutes or hours. They require significant investment of time and intellectual resources.
Multiple perspectives: Provides the opportunity for students to examine the task from different
perspectives using a variety of resources, and separate relevant from irrelevant information.
Collaborative: Collaboration is integral and required for task completion.
Value laden: Provide the opportunity to reflect and involve students’ beliefs and values.
Interdisciplinary: Activities encourage interdisciplinary perspectives and enable learners to play
diverse roles and build expertise that is applicable beyond a single well-defined field or domain.
Authentically assessed: Assessment is seamlessly integrated with learning in a manner that reflects
how quality is judged in the real world.
Authentic products: Authentic activities create polished products valuable in their own right rather
than as preparation for something else.
Multiple possible outcomes: Activities allow a range and diversity of outcomes open to multiple
solutions of an original nature, rather than a single correct response obtained by the application of
predefined rules and procedures.
6. Content-Based Instruction – A Short Bibliography
Atkinson, D. (1997). A critical approach to critical thinking in TESOL. TESOL Quarterly, 31(1),
71-94.
Ballman, T. L. (1997). Enhancing beginning language courses through content-enriched
instruction. Foreign Language Annals, 30(2), 173-186.
Brinton, D. (2003). Content-based instruction. In D. Nunan (Ed.), Practical English Language
Teaching (pp. 199–224). New York: McGraw Hill.
Brinton, D. M. (1997). The challenges of administering content-based programs. In M. A. Snow &
D. M. Brinton (Eds.), The content-based classroom: Perspectives on integrating language and
content (pp. 340-346). White Plains, NY: Longman.
Brinton, D. M., & Master, P. (Eds.). (1997). New ways in content-based instruction. Alexandria,
VA: TESOL.
Crandall, J. A. (Ed.) (1987). ESL through content-area instruction. Englewood Cliffs, NJ: Prentice
Hall Regents.
Early, M. (2001). Language and content in social practice: A case study. The Canadian Modern
Language Review/La Revue canadienne des langues vivantes, 58(1), 156-179.
Fried-Booth, D.L. (1986). Project work. New York: Oxford University Press.
Gaffield-Vile, N. (1996). Content-based second language instruction at the tertiary level. ELT
Journal, 50(2), 108-114.
Grabe, W., & Stoller, F. L. (1997). Content-based instruction: Research foundations. In M. A.
Snow, & D. M. Brinton (Eds.), The content-based classroom: Perspectives on integrating language
and content (pp. 5–21). NY: Longman.
Hauptman, P. C., Wesche, M. B., & Ready, D. (1988). Second-language acquisition through
subject-matter learning: A follow-up study at the University of Ottawa. Language Learning, 38(3),
433-467.
McLaughlin, M., & Vogt, M. E. (Eds.). (2000). Creativity and innovation in content area
teaching. Norwood, MA: Christopher-Gordon.
Murphy, J., & Stoller, F. L. (2001). Sustained-content language teaching: An emerging
definition. TESOL Journal, 10(2/3), 3-5.
Pally, M. (Ed.) (2000). Sustained content teaching in academic ESL/EFL: A practical
approach. Boston: Houghton Mifflin.
Powell, B., & Ponder, R. (2001). Sourcebooks in a sustained-content curriculum. TESOL Journal,
10(2/3), 18-22.
Raffini, J. P. (1996). 150 ways to increase intrinsic motivation in the classroom. Boston: Allyn and
Bacon.
7. Savoie, J. M., & Hughes, A. S. (1994). Problem-based learning as classroom solution. Educational
Leadership, 52(3), 54-57.
Snow, M.A.(2001). Content-based and immersion models for second and foreign language
teaching. In M. Celce-Murcia (Ed.), Teaching English as a Second or Foreign Language (3rd ed.)
(pp. 303–318). Boston, MA: Heinle & Heinle.
Snow, M. A., & Brinton, D. (1997). The content-based classroom: Perspectives on integrating
language and content. White Plains, NY: Longman.
Stryker, S. B., & Leaver, B. L. (Eds.). (1997b). Content-based instruction in foreign language
education: Models and methods. Washington, D. C.: Georgetown University Press.
8. Content-Focused Language Instruction – Worksheet
Question 1 - What are some of the names related to content-focused language teaching?
________________________________________________________________________________
Question 2 - What do you perceive as the benefits of a content-focused approach?
________________________________________________________________________________
Question 3 - What is the meaning of SLEs? To whom can we attribute this work?
________________________________________________________________________________
Question 4 - What is the “double whammy” and what does it have to do with CBI?
________________________________________________________________________________
Question 5 - Outline your understanding of the “genre” approach to reading/writing.
________________________________________________________________________________
Question 6 - What is one thing we talked about today that you plan on trying in your classes?
________________________________________________________________________________
Briefly describe the following activities and how you might use them in your classes.
Shadowing -
Dictation & Dictogloss -
Convergent & Divergent Tasks -
Peer-Assessed Interviews -