Content based instruction: making the most of authentic materialsPhilip Saxon
This talk was given at an IATEFL-Hungary BESIG "Creative Café" session on Friday, 2nd December. It outlines the Content Based Instruction approach to teaching languages, with a particular focus on the use of authentic texts. The audience is then invited to reflect on alternative ways of implementing the approach.
Content based instruction: making the most of authentic materialsPhilip Saxon
This talk was given at an IATEFL-Hungary BESIG "Creative Café" session on Friday, 2nd December. It outlines the Content Based Instruction approach to teaching languages, with a particular focus on the use of authentic texts. The audience is then invited to reflect on alternative ways of implementing the approach.
CBI: Connect Build Integrate. Part II of the 2 part workshop presented to TICE faculty on March 15, 2011. This part continues by connecting the theory to practical use of content-based instruction in our program.
CBI: Connect Build Integrate. Part I of the 2 part workshop presented to TICE faculty on March 10, 2011. This part covers the theory behind using content-based instruction in our program.
Content-Based and Immersion Models for ESL and EFL Language TeachingBeeJay Baje
I. Content
II. Content-Based Models
III. Immersion Models
IV. Content-Enriched Foreign Language in Elementary School
V. Theme-Based Model
VI. Sheltered Model
VII. Adjunct Model
VIII. Strategies for content instruction
CONTENT-BASED EXERCISES FOR TEACHER EDUCATION STUDENTS: A SEMINAR PAPER of MI...Mikee Monte de Ramos
This is a seminar paper presented to the panelists of English Department (College of Languages, Linguistics and Literature--Philippine Normal University). Disclaimer: Bibliography pages are not included due to technical glitch..
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
Hiroshima JALT 2013 - Content Based InstructionBrent Jones
Content-Focused Language Instruction. Outline of content-focused approaches with examples drawn from the content-based English language program at Konan University, Hirao School of Management.
CBI: Connect Build Integrate. Part II of the 2 part workshop presented to TICE faculty on March 15, 2011. This part continues by connecting the theory to practical use of content-based instruction in our program.
CBI: Connect Build Integrate. Part I of the 2 part workshop presented to TICE faculty on March 10, 2011. This part covers the theory behind using content-based instruction in our program.
Content-Based and Immersion Models for ESL and EFL Language TeachingBeeJay Baje
I. Content
II. Content-Based Models
III. Immersion Models
IV. Content-Enriched Foreign Language in Elementary School
V. Theme-Based Model
VI. Sheltered Model
VII. Adjunct Model
VIII. Strategies for content instruction
CONTENT-BASED EXERCISES FOR TEACHER EDUCATION STUDENTS: A SEMINAR PAPER of MI...Mikee Monte de Ramos
This is a seminar paper presented to the panelists of English Department (College of Languages, Linguistics and Literature--Philippine Normal University). Disclaimer: Bibliography pages are not included due to technical glitch..
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
Hiroshima JALT 2013 - Content Based InstructionBrent Jones
Content-Focused Language Instruction. Outline of content-focused approaches with examples drawn from the content-based English language program at Konan University, Hirao School of Management.
Preparation and Evaluation of Instructional MaterialsFrederick Obniala
This course is designed for students to develop instructional materials. It will provide the context and focus for the materials. Identify the basic principles in materials development, benefits of instructional materials for their future endeavor as a teachers. Create a learning objective that focus on student – centered, develop an instructional materials that suits in in the needs of every students and ways to implement them in order to address the problem in an inclusive way, and design an evaluation plan. The course format will be interactive and collaborative. The students will benefit from the creativity, experience and knowledge of each other. One goal for this course is to create a syllabus and lesson plan that based on the ADDIE model, in which complex questions are addressed together, individual strengths are respected and nurtured, and everyone works and learns cooperatively because of the collaborative nature of the course.
Preparation and Evaluation of Instructional MaterialsFrederick Obniala
This course is designed for students to develop instructional materials. It will provide the context and focus for the materials. Identify the basic principles in materials development, benefits of instructional materials for their future endeavor as a teachers. Create a learning objective that focus on student – centered, develop an instructional materials that suits in in the needs of every students and ways to implement them in order to address the problem in an inclusive way, and design an evaluation plan. The course format will be interactive and collaborative. The students will benefit from the creativity, experience and knowledge of each other. One goal for this course is to create a syllabus and lesson plan that based on the ADDIE model, in which complex questions are addressed together, individual strengths are respected and nurtured, and everyone works and learns cooperatively because of the collaborative nature of the course.
Kim Boettcher from School District 60 presented this as part of a session on Supervision of Learning/Instruction for Administrators on the topic of Literacy.
How a teacher presents information and motivates students to talk in English can seriously decide the efficiency of an English class; therefore, teachers need to explore sufficient approaches to stimulate students to talk. Coaching students to be involved in the process of communication can greatly satisfy individualized English learning. The author here will analyze teaching speaking based on multimodality and put forward some suggestions for English learners and teachers.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
2. Definition
Content-Based Instruction (CBI) is a
significant approach in language
education.
CBI is designed to provide second-
language learners instruction in content
and language.
3. Historically
Content used to refer to the methods of :
Grammar-translation
Audio-lingual methodology and
Vocabulary or sound patterns in dialog
form., Recently
content is interpreted as the use of :
Subject matter as a vehicle for second or
Foreign language teaching/learning.
4. What does a content-based
instruction lesson look like?
Preparation
Choose a subject of interest to students.
Find three or four suitable sources
5. During The lesson
Divide the class into small groups
Assign each group a small research task and
a source of information
Research they form new groups with
students that used other information sources
Share and compare their information.
Result of this sharing of information which
could take the form of a group report or
presentation of some kind.
6. advantages of content-based
instruction
It can make learning a language more interesting
and motivating
Students can also develop a much wider knowledge
of the world
Teachers as it helps students to develop valuable
study skills such as note taking, summarizing and
extracting key information from texts.
Can help students to develop very valuable
thinking skills
Can also help students to develop their
collaborative skills, which can have great social
value.
7. Disadvantages of content-based
instruction
Can confuse learners and may give them the
impression
Over use of native language can be a problem
Finding information sources and texts
8. Potential Problems
Explicitly focused on language
learning
Some students may feel confused
Try sharing your rationale with
students and explain the benefits
Can be hard to find information
sources and texts
Some students may copy directly
from the source
9. How can CBI be used in the language
classroom?
Extended input, meaningful output,
and feedback
Information gathering, processing, and
reporting
Integrated skills
Task based-activities and project work
Strategy Training
Visual Support
Contextualized Grammar Instruction
10. Conclusion of content-based
instruction
CBI is a significant approach in language
education
CBI is used in the teaching process that
emphasis to base on content instruction.
