This document discusses content-based instruction (CBI), a method of language teaching where the content and language are taught together using themes or topics. CBI focuses on communicating meaning rather than language structure alone. The teacher acts as an expert in the subject matter and elicits knowledge from students, who are autonomous and active learners. Grammar is not taught independently, but as part of vocabulary and discourse. CBI has advantages like increased motivation and confidence for students, but also challenges like ensuring language levels are appropriate and finding suitable content sources.

1. CONTENT BASED
INSTRUCTION
SARAY CISTERNAS B.

2. The concurrent study of language and subject matter,
with the form and sequence of language presentation
dictated by content material…”
Brinton, Snow, & Wesche (1989)
Method of language instruction in which content and
language work together.

3.  Program is based on content
Geography
Science
Math
 Meets students needs
 Language teaching focuses on communicating
meaning—not structure

4.  Instructor
 expert in the subject matter
 able to elicit that knowledge
from their Ss.
 Autonomous
 Active
 sources of content and join
participants in the selection of
topics and act.
 Grammar doesn’t exist
independently of vocabulary
and discourse

5.  There are many ways to approach creating a CBI lesson. This is one possible way.
Preparation
 A subject of interest is chosen.
 Finding suitable sources that deal with different aspects of the subject. These could be
websites, reference books, audio or video of lectures or even real people.
The lesson
 Using small groups
 Assigning each group a small research task and a source of information in the target language
to use to help them fulfil the task.
 groups sharing and comparing information.
 A result in the form of an end product such as a report or presentation of some kind

6.  The subject matter content is used for
language teaching purposes
 Language is learned most effectively
when it is used as a medium to
convey informational content of
interest to the student s.
 Vocabulary is easier to acquire when
there are contextual dues to help
convey meaning.
 Communicative competence involves
more than using language
conversationally It also includes the
ability to read, discuss, and write
about content from other fields.

7. Brinton, Snow, & Wesche (2003)
Theme-based instruction
Adjunct instruction Sheltered instruction

8. Theme-based instruction
Definition Based on topics or themes
Teachers Language teachers
Special
Features
•Focus on language &
content
•Easily adapt to needs of
learners
•Easily integrated into course
•Widely used in EFL

9. Sheltered instruction

10. Definition Based on content and
language instructors respectively.
Teachers need to be familiar with the
content material
Special Features Coordination between content and
language teachers is essential.
Adjunct instruction

11.  In the university classroom, a Japanese teacher centers her instruction around
themes such as food, music, and the family. The topic-based course supplements
a course based on the study of grammar. According to the course developer:
“Postponing content instruction while students develop more advanced academic
language is impractical and ignores students’ complex educational needs.”
(Morioka, n.d.)
 Is it CBI?
 Answer: Yes! This is theme-based instruction--a form of CBI.

12. Advantages
 Learning is interesting and motivating
 Students are more confident and
independent
 Students gain thinking skills
 Students develop collaborative skills
Disadvantages
 CBI implicit language instruction can
confuse
 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.

13. Video
https://www.youtube.com/watch?v
=LtW5qelEaNQ

14. CONCLUSION  Students do not focus on
learning about English.
they learn through English
 CBI can be both
challenging and
demanding for the
teacher and the students,
it can also be very
stimulating and rewarding.

15. REFERENCES
 Brinton, D., Snow, M.A., Wesche, M.B. (1989). Content-based Second
Language Instruction. Boston, MA: Heinle & Heinle.
 Larsen - Freeman, D. (2000). Techniques and Principles in Language Teaching.
(2nd Edition). Oxford University Press

16. Thank you for your
attention
QUESTION

17. CONTENT BASED
INSTRUCTION
PRINCIPLES
Language teaching is
porpouses
The content have to be
interesting to students
Vocabulary is easier to
acquire
ROLES
TEACHER: Instructor
expert in the subject matter
able to elicit that knowledge
from their Ss
STUDENTS are
Autonomous
And Active
GRAMMAR doesn’t exist
independently of vocabulary
and discourse:
MODELS ADAVANTAGES DISAVANTAGES
Method of language
instruction in which content
and language work together.