This document discusses content-based instruction (CBI), a method of language instruction that integrates content and language learning rather than separating them. CBI focuses on using content from a subject area as the vehicle for developing language skills. The key features of CBI are that it uses authentic texts and materials from a content area as the core material for instruction, has the dual goals of developing both content knowledge and language skills, and requires students to use the target language. CBI has been shown to be effective for language learners of various ages and backgrounds.

1. CONTENT
Wilber Castro
PadillaFabiola Utria
instructionSED

2. Whatis
Content-based
Instruction?

3. Method of language instruction in
which content and language are
integrated

4. instead of focusing on language
forms, the curriculum in this method
is based on content.

5. CBI is successful with many
different ages and countries

6. CBI has been
used primarily in
K12 settings in
both native and
non-native
speaking
countries

8. Implementation of CBI at
the university level has
been increased recently

9. Reasons
of
this
increasing?

10. Demographic changes in the university students
population in native-English contexts
emergence of English as an international
language (Crandall & Kaufman, 2002)

11. CBI can be considered,
simultaneously, as a:
• Philosophical orientation
• L2 teaching approach
• Methodology
• Syllabus design for one specific
course
• Structure for an entire program
study

12. CBI is “the teaching of content or
information in the language being
learned with little or no direct or
explicit effort to teach the language
itself separately from the content
being taught” (Richards & Rodgers
2001)

13. Featuresof
Content-based
Instruction

14. 1. All CBI programs are based on a
subject matter core (Stryker &
Leaver, 1997; Wesche, 1993)

15. Past L2 approaches
Grammatical-structural or skill-based
orientation
Content was far from the classroom
Class time was filled with language
manipulation and discussions about
usage (Krueger & Ryan, 1993)

16. CBI calls for a top-
down approach to
L2 teaching that
focuses on meaning
(Crandall &
Kaufman, 2002)

17. Content becomes the
organizing principle of the
curriculum

18. Students learn
simultaneously learn content
and language because the
“artificial” separation between
language and content is
eliminated (Stryker & Leaver,
1997)

19. 2. CBI programs all have the double
objective of content mastery and L2
development.

20. Linguistic skills are not sacrificed by
focusing on content

21. WHY?

22. CBI programs should have well-
planned, systematic, and purposeful
treatment of language (Snow, 1993)

23. From every concept or topic, there
are certain linguistic features that are
necessary to understand and talk
about

24. Also, there is language which is not
necessary but it is compatible with
the topic or concept
http://www.youtube.com/watch?v=KlbH6ArfbZs

25. Content-obligatory” and “content-
compatible” linguistic features are
integrated with treatment and
mastery of content-knowledge
(Snow, Met, & Genesee, 1989)

26. Secondary goals of CBI are:
• Developing critical thinking skills
• Gaining cultural insights
• Developing strategy and coping
mechanisms for dealing with new
language
(Owens, 2002; Snow, 1993; Stryker
& Leaver, 1997)

27. 3. The content and learning activities
correspond to the linguistic,
cognitive, and affective needs of the
students and are appropriate to their
professional needs and personal
interests

28. 4. CBI programs use authentic
language and texts.
The core material used in class is
selected from that which was
produced for native language
speakers

29. 5. CBI asks students to use the
target language to do asignments

30. http://www.youtube.com/watch?v=KlbH6ArfbZs