Content Based Instruction

1. Content-based Instruction
Howatt (1984) – 2 version of Communicative
Approach : Strong V. & Weak V.
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2. Strong V.
• Gv student opportunities to
practice communication.
• L acquired through
communication
Weak V.
• ‘Learning to use English’
• ‘Using English to learn it’.
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3. Make 2 points before examine three
approaches
• 1. L. educator might object to the inclusion of
content-based, task-based and participatory
approaches is a method book (syllabus types).
- Snow (1991) : CBI – method with many faces.
(language teaching, portray the great variety of
forms and setting.
• 2. Some might question whether the three are
different enough to be treated separately.
- Skehan (1998) : one could regard much contentbased instruction (project work-briefly discuss in
Chappter 2) as exp of task-based approach.
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4. Task-based
Participatory
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A form of
content-based
instruction.
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5. Thinking abt Experience
Study Geo through TL.
• Both content n L are target to learn.
T ask S abt globe
• Build on S previous experience
T supply missing language when S explain concept
• T scaffolds the linguistic content. (build complete utterance)
S answer on blackboard
• S perceive relevance answer, they hv motivation
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6. T read new vocab n S watch video
“Understanding Globes”
• Important to integrat all the skills (vocab and grammar)
T provides exp using present passive with
latitude and longitude coordinates.
• S need L support when work wif thir authentic subject
matter
S is given latitude n longitude coordinate -+
go to front n find city on the globe.
• Meaningful, cognitively demanding language n content
within context as authentic material n tasks.
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7. T use dictogloss
• Imporance
Homework – S given GO, label based on
descriptive reading
• GO help s develop skills need to learn academic content.
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8. Reviewing the Principles
Question
Answer
Goals of teacher
• T wants S master both L n content.
• Content – general interest to students ( hobbies, current issues,..)
• T encourage the development of both simultaneously.
Role of T n S
•
•
•
•
T set learning objectives for content n L.
T creates activity.
Scaffolding
S – actively with content n L. (use it to learn other)
Characteristics of • Help student understand authentic texts
teaching n
• Design activities address L n content
learning process • S involve actively in learning L n content.
• Interaction
• Thinking skills are taught.
• GO – tool to assist process.
Nature of S-T &
S-S interaction
•
•
•
•
T guide S learning
Help them pay attention
Scaffolding
S work collaboratively.
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9. Feeling of the S
dealt with
• Learning content n L keep students interested n motivation.
L viewed n culture
viewed?
• L – meaningful n medium through which content is conveyed
• Culture – teach to the extent tat it is present in content area by
studied.
Role of students’
naïve language
• No overt role for students’ native language
How evaluation
accomplished
• Evaluated on knowledge of content n L ability
Teacher respond to
S errors
• Allow S to self-correct.
Teacher preparation • T ned to hv content n L knowledge n teaching skills.
• Prepare to help T understand rationale for integrated instruction n
gv them practice designing lessons wif L n content objectives n
interesting n stimulating content material.
• Sheltered Instruction Observation Protocol (SIOP) helps T describe
effective practices.
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10. Techniques
Dictogloss
Dialogue
Journals
G.O.
Technique
L Experience
Approach
Process Writing
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