The document discusses content-based instruction (CBI) in English language teaching, emphasizing the importance of balancing content and language skills. It outlines strategies for implementing CBI, assessing student progress, and integrating language acquisition with academic content. The paper also addresses the challenges novice teachers face in adapting to CBI methods and the significance of frequent assessment in promoting language development.

1. CBIContent-Based InstructionCBIConnect Build IntegrateElisabeth L. ChanPart II: PracticalA TICE Brown Bag – March 15, 2011The International Center for EnglishArkansas State University

2. Content-Based InstructionEnglish language instruction through the use of mainstream course contentLANGUAGECONTENTSKILLS

3. Why balance instruction of content and linguistic skills?Language skills are most effectively developed when taught in the context of acquiring information (Blakely, 1997; Brinton, Snow, & Wesche, 1989; Kamhi-Stein, 1997; Larsen-Freeman, 1997; Master, chap. 5, this volume, May-Landy, 1998; Zuengler & Brinton, 1997).

4. Coming UpFinding the balance between content and language in the CBI approachExample CBI activities used in different levels of TICEDefining and discussing assessment and error correction within a CBI curriculum

5. Least comfortable with…experienced teaching assistants determining how and what to evaluate, integrating the skills within the content-based frameworkbeing knowledgeable in the content areanovice teaching assistantsbalancing the content as a vehicle with the language and skills focus of the coursedetermining how and what to evaluateworking without traditional textbooks Brinton (2000)

6. Finding BalanceBalance the content as a vehicle with the language and skills as focus of the courseBe knowledgeable in the content areaExtract the language and teaching points from the contentDetermine how and what to evaluate

7. CBI in TICESelf-contained content-based ESL course follows an EAP model and may be designed around any mainstream subject area(s), with the course focus being unidisciplinary or multidisciplinary. A unidisciplinary self-contained course presents a variety topics drawn from one focus discipline, such as psychology or biology, and so offers opportunities for sustained content area study.

8. TICE Academic GoalsTarget the skills that students actually need to use in an academic setting Language SkillsAcademic DiscourseFocus on Form/FormsAcademic SkillsIntensive readingNote-takingTest-taking

9. TICE Academic GoalsComprehension of academic texts and lecture materials Analyze and critically evaluate informationConnect new information with what they already know, synthesizing knowledge

10. Academically Focused TasksAuthentic task - simulates a real-world language task Interactive task - requires the learner to actively apply linguistic, topical, and strategy knowledgeComplete discourse level tasks – tasks are in context, rather than discrete, decontextualized tasksBachman and Palmer (1996)

11. Academically Focused TasksProvide tasks that require students to integrate information and to form and articulate their own opinions about the subject matter.

12. Three ExamplesFunctional Text AnalysisGrammar FocusShort Stories

13. Focus on language in context“Rather than making the content less difficult, we suggest that a functional text analysis can provide tools for helping students work with grade-level textbook material and at the same time develop critical language awareness.”Schleppegrell et. al. (2004)

14. Functional Text AnalysisFieldWhat is the text about?ModeHow was the text delivered?TenorWhat is the relationship between the author and the reader?Měchura, M.B. (2005)

15. Grammar FocusOne way to use the content as the starting point for a focus on grammar is to focus on the specific usage encountered in a text but then to expandon that area of grammar in a systematic way.

16. Short StoriesShort stories can increase general, as well as academic reading skills.Using a multimodal and multi-skill approach to short stories can accelerate students’ acquisition of academic language.

17. Brinton, Snow, & Wesche (1989)The very notion of converting to content-based teaching involves re-educating teachers to view their instructional domain and responsibilities quite differently than they might previously have. Unless adequately prepared for their new teaching duties, teachers will invariably have to fight the urge to rely on their traditional teaching techniques as well as on materials and lesson plans developed over the years for a different audience—many of which may be inconsistent with the goals of the content-based program. (pp. 74-75)

18. Ability to interact with language and information(Re)Defining: AssessmentLearning is a process. Learning and assessment are more than just test scores.Assessment is all the different types of feedback that occurs throughout the session.Number of correct answers on a discrete-item test

19. (Re)Defining: AssessmentHighly contextualized Acquire skills needed to be successful language learnersChallenge higher order thinking skillsMeasure progress in terms of cognitive skill developmentDevelop proficiency in language featuresMeasure progress in terms of linguistic accuracyHancock, C. R. (1994)

20. Corrective FeedbackCorrective Feedback - Is the information correct and the language accurate?How accurately and coherently is the student able to convey and interpret information?

21. Frequency of AssessmentMay-Landy (1998) stresses the importance of extraordinarily frequent assessmentClosely tied to the curriculum Takes several forms

22. Alternative Forms of AssessmentShort (1993) examplesskill checklists and reading-writing inventoriesanecdotal records and teacher observationsportfoliosperformance-based tasksessay writingoral reports interviewsMay-landy (1998) examplesread an article, summarize, and then report on it to the classcritically evaluate and compare the article’s information presented to other material studied

23. Most helpful componentsweekly level meetings with their course supervisorexperience with the modelthe sample lesson plans providedthe observation/feedback sessions with their supervisor

24. Conclusion“Effective intensive programs are like tightly knit chains—all course components are interconnected. As a result, there is strong reinforcement of learning as thematic concepts are considered from several different interdisciplinary perspectives.”(Kasper, 2000)