The document provides an overview of content-based instruction (CBI). It defines CBI as teaching academic subjects and language skills simultaneously. It discusses the types of CBI, including the sheltered model, adjunct model, and theme-based model. The principles of CBI focus on using content over language criteria and actively involving students. Techniques include cooperative learning, task-based learning, and whole language approaches. Teachers' roles include preparing materials and helping students, while students are expected to be autonomous, active learners. Advantages include increased motivation, while disadvantages can include difficulty finding appropriate texts and separating language from content learning.

1. CONTENT BASED
Group Members:
HamzaAtifnigar
Mohammad Sharif Hasonzoy
MohammadYaqoob Seraj
Ziauddin Quvanch

2. Content
■ Overview of the CBI
■ Types of CBI
■ Principles of CBI
■ Techniques and Activities in CBI
■ Teachers’ Role
■ Students’ Role
■ Advantages and Disadvantages of CBI
■ Conclusion

3. Content Based Instruction CBI
■ CBI is defined as “the parallel teaching of academic subject matter
and second language skills” (Brinton, Snow, & Wesche, 2003, p. 2).
■ Richard (2001) states that the most appropriate approach to follow
in a vocational school is the content-based instruction (CBI).
■ Krahnke (1987: 70), the content based instruction allows school
students to learn subject matter and language simultaneously, and
the language is learnt in the context of its use.

4. Contd.
■ With content-based instruction, learners are helped to acquire
language through the study of a series of relevant topics, each topic
developed in systematic ways and from different angles, Content
syllabuses certainly give learners a lot of exposure to the language,
which is good.
■ There are many things that can be considered ‘content’; what is
important is that what is being taught or discussed through the
language not be language instruction related. Aspects of the
curriculum, discussions about current events and world cultures or
even general topics of interest are all valid ‘content’ options.

5. Types of content based
instruction:
1. The Sheltered Model:
It is used at university where the goal of teachers is to enable their
ESL students to study the same content material as regular
English L1 students. Sheltered CBI is called “sheltered” because
learners are given special assistance to help them understand
regular classes.
2. The Adjunct Model:
Undertaken by ESL teachers. The aim of Adjunct classes is to
prepare students for “mainstream” classes where they will join
English L1 learners..

6. Contd…
3. The Theme Based Model:
These classes can be taught by EFL teachers who create
content material based on the needs and interests of the
students. Other types of teaching may fall within the realm of
CBI. English for Specific Purposes and Task based instruction
are both examples of CBI.

7. Contd…
■ Preparation
■ A subject of interest is chosen and finding suitable sources that deal
with different aspects of the subject. CBI conductors mostly use the
following sources to adapt teaching materials
■ websites
■ reference books
■ audio or video of lectures or even real people.
■ Who can implement CBI? Subject matter teachers or
collaboratively subject matter and language teacher (Briton, Snow and
Wesche ,1989)

8. Principles of CBI
According to Brinton (2003) on Nunan (2004) as cited in Prasetyo
(2013), there are five principles of CBI and their rationales. The
following are the principles:
■ Base instructional decisions on content rather than criteria.
■ Integrate skills.
■ Involve students actively in all phases of learning process.
■ Choose content for its relevance to students’ lives, interests and
goals.
■ Select authentic text and tasks.

9. Techniques and activities in CBI
■ Cooperative learning:
Cooperative learning encourage students to communicate, to
share insights, test hypotheses, and jointly construct knowledge.
■ Task-based or experiential learning
appropriate contexts are provided for developing thinking and
study skills as well as language and academic concepts for
students of different levels of language proficiency.
■ Whole language approach
integrated language and content instruction as both emphasize
meaningful engagement and authentic language use, and both
link oral and written language development (Blanton, 1992).

10. Teachers’ Role in CBI
■ Teachers should have the ability bring the change of direction if needed.
■ They should have the ability to implement group work and team-building
techniques.
■ They should have the ability to organize jigsaw reading arrangements.
■ They should have the ability to provide prior knowledge about particular
topics and language skills required for learner success.
■ They should help students to form coping strategies. 6. They should execute
the process approach in writing.
■ They should use the appropriate error correction techniques.
■ They should help students in developing and maintaining high level of
enthusiasm.

11. Students’ Role in CBI
■ Willing to tolerate uncertainty
■ Willing to explore alternative learning strategies and
sources of content
■ Become autonomous
■ Active interpreters of input
■ Have a learn by doing attitude

12. Advantages of CBI
■ Language learning becomes more interesting and
motivating.
■ CBI offer a wide educational knowledge to learners in the
form of the different topics instructed.
■ It helps students develop valuable study skills such as note
taking, summarizing and extracting key information from
texts.
■ Developing collaborative skills, especially when using
group work, which can have great social value.

13. Disadvantages of CBI
■ CBI implicit language instruction can confuse learners and may
give them the impression that they are not actually learning
language.
■ Overuse of native language can be a problem in some parts of
the lesson.
■ Finding information sources and texts that lower levels can
understand can be difficult. In a nutshell, although CBI is a
challenging approach for both teachers and students, the
outcome of its implementation can be rewarding and
motivating

14. Conclusion
■ Definition of Content based instruction
■ Principles of CBI
■ Techniques and Activities in CBI
■ Teachers’ Role
■ Students’ Role
■ Advantages and Disadvantages of CBI

15. References
Brinton, D. M, Snow, M. A., & Wesche, M. (2003). Content-Based
Second Language Instruction (2nd ed.). Ann Arbor: University of
Michigan Press.
Richards, J. C., & Rodgers, T. S. (2001). Approaches and methods
in language teaching. Cambridge: Cambridge University Press.
Brinton, D. M., M. A. Snow, & M. B. Wesche. (1989). Content-based
Second Language Instruction. New York: Newbury House.
Krahnke, K. (1987). Approaches to syllabus design for foreign
language learning. Englewood Cliff, NJ: Prentice Hall Regents.

16. The END

17. Thanks!