Content-based instruction is an approach to teaching a second language where students learn the language through learning about real-world content or topics. Students acquire language skills as a byproduct of engaging with meaningful content. This approach contrasts with traditional language teaching that focuses primarily on mastery of the language itself. Content-based instruction can be implemented at various education levels from elementary to university. It provides students opportunities to develop language skills while learning about interesting topics through activities and materials related to those topics.

1. Content-Based Instruction
• It is an approach to second language teaching based on content/
information that students will acquire.
• Use of meaningful content.
• Students learn the language as a by-product of leaning about a real-
world content.
• Communicative Language Teaching (1980s) Content Based
Instruction

2. The role of content in other
curriculum designs
• Language across the curriculum (mid-1970s): a proposal for native-language
education.
• Immersion Education.
• Immigrant On-Arrival Programs.
• Programs for Students with Limited English Proficiency (SLEP).
• Language for Specific Purposes (LSP).
• English for Science and Technology (EST).
• English for Specific Purposes (ESP).
• English for Occupational Purposes (EOP).
• English for Academic Purposes (EAP).

3. Approach
• Language is seen as a vehicle for learning content/ information.
• Theory of Language:
• Language is text and discourse-based.
• Language use draws on integrated skills.
• Language is purposeful.

4. Theory of Learning
CBI: second languages are best learned when the focus is on mastery of content rather than on
mastery of language per se contrasts with traditional language
teaching approaches.
Additional assumptions that derive from CBI:
• People learn a second language most successfully when the information they are
acquiring is perceived as interesting, useful, and leading to a desired goal.
• Some content areas are more useful as a basis for language learning than others.
• Students learn best when instruction addresses student’s needs.
• Teaching builds on the previous experience of the learners.

5. Design
In CBI, language learning is typically considered incidental to the learning of
content. Content is important:
1. To activate and develop existing English language skills.
2. To acquire learning skills and strategies that could be applied
in future language development opportunities.
3. To develop general academic skills applicable to university studies
in all subject areas.
4. To broaden students’ understanding of English-speaking
peoples.

6. Design
Syllabus
Examples of Topical Themes (from the Free University of Berlin):
1. Drugs
2. Religious Persuasion
3. Advertising
4. Britain and the race question
5. Native Americans
6. Modern Architecture
7. Microship Technology
8. Ecology
9. Alternative English
10. Nuclear Energy
11. Dracula in Myth, Novel and Films
12. Professional Ethics

7. Design
Types of learning and teaching activities:
- language skill improvement;
- vocabulary building;
- discourse organization;
- communicative interaction;
- study skills;
- synthesis of content materials and grammar.

8. Design
The role of teachers
Instructors must be more than good language teachers. They must be
knowledgeable in the subject matter and able to elicit that knowledge from
their students. (Stryker and Leaver 1993:292)
Teachers are responsible for:
- keep context and comprehensibility foremost in their planning and
presentations;
- contextualize their lessons by using content as the point of departure.
- selecting and adapting authentic materials for use in class;
- create truly learner-centered classrooms;

9. Design
Essential skills for an instructor (by Stryker and Leaver 1993:293):
1. Varying the format of classroom instruction;
2. Using group work and team-building techniques;
3. Organizing jigsaw reading arrangements;
4. Defining the background knowledge and language skills required for
students success;
5. Helping students develop coping strategies;
6. Using process approaches to writing;
7. Developing and maintaining high levels of students’ esteem.

10. Design
The role of materials
• Materials must contain the subject matters of the content course.
• Materials must be “authentic” – like the ones used in native language instruction.
• Examples of sources (and of realia): newspapers, magazine, any media
materials, tourist guidebooks, technical journals, railway timetables,
newspaper ads, radio and TV broadcasts, etc.
• Linguistic simplification to adapt texts and promote comprehensibility.
• CAUTION: textbooks are contrary to the very concept of CBI.

11. Design
Learner Roles
• become autonomous;
• support each other in collaborative models of learning;
• “learn by doing”;
• be active interpreters of input;
• be willing to tolerate uncertainty along the path of learnship;
• be willing to explore alternative learning strategies;
• be willing to seek multiple interpretations of oral and written texts.

12. Contemporary models of
Content-Based Instruction
CBI principles can be applied at any level of language learning:
 University level;
 Elementary and Secondary level;
 Private language institutes.
Theme-based instruction
Sheltered content instruction
Adjunct language instruction
Team-teach approach

13. - Reading introduces a topic;
• Syllabus organized around themes or topics;
Theme-based language instruction:
• Language syllabus is subordinated;
Courses at the University level
Contemporary models of
Content-Based Instruction
• Its analysis and practice evolve out of the topics that form the
course framework;
• The treated topic crosses all skills:
• Materials are generally teacher-generated;
- Vocabulary developed through guided discussion;
- Written assignments integrate information from the several sources;
- Audio or video material are used for listening comprehension;

14. • Content courses taught in SL for ESL learners;
Sheltered content instruction :
• Comprehensible content
Courses at the University level
Appropriate level of difficulty
(language and tasks)
• Examples: Ottawa: Psychology (English and French);
Oregon State: English for business and economics;
Western Illinois: ESP courses in English for business, economics
and computer science.
• Choose adequate course texts;
• Adjust course requirements;
Contemporary models of
Content-Based Instruction
+
• Accommodate learners’
language capacities

15. Contemporary models of
Content-Based Instruction
• Two linked courses:
Adjunct language instruction:
• Shared content;
• Require coordination to ensure curricula interlocking;
Courses at the University level
• It may require modification in both courses;
CONTENT LANGUAGE
• Mutually coordinated assignments;

16. Contemporary models of
Content-Based Instruction
• Variation of the adjunct approach;
Team-teach approach :
• Birmingham example:
- focus on lecture comprehension and writing of examination questions;
- both teachers help students;
• Singapore example:
- English-for-occupational-purposes writing course: prepare students for future jobs;
- both teachers act as consultants;
Courses at the University level
report assignments
- discussion of models.
- subject teacher: authentic/realistic situations

17. Contemporary models of
Content-Based Instruction
• Focus on a specific academic skill area linked to current study
of specific subject matter in one or more academic disciplines;
Skills-based approach:
- write about what is being studied;
- language/composition course simulates the academic process;
• variety of forms to demonstrate understanding of the subject matter
and to extend their knowledge to new areas;
• Writing integrated with reading, listening and discussion about the core
content and about collaborative and independent research;
Courses at the University level

18. Contemporary models of
Content-Based Instruction
• Common model: theme-based modules designated to facilitate entry
into regular subject-areas classroom;
Theme-based approach:
• Not a substitute for mainstream content classes;
• For language proficiency and academic content developed in parallel:
- integration of second language development into regular content-area instruction;
- creation of appropriate conditions for providing input.
• Focus on learning strategies, concepts, tasks and skills needed in
subject areas in the mainstream curriculum;
- grouping strategies;
- alternative ways for providing input;
- techniques for making subject matter comprehensible;
- opportunities to develop language proficiency for academic purposes.
Courses at the Elementary and Secondary level
• Cooperative learning in heterogeneous small-group settings:

19. Contemporary models of
Content-Based Instruction
• “Preparing ESL students for mainstreaming is a responsibility not only
for ESL teachers but also for content teachers”;
• Acknowledges the crucial role language plays in content learning;
• Australian high-school example:
- topics from mainstream subjects: basis for the course and transition to mainstream;
- cater students’ needs and interests;
- linguistic appropriateness (technical terms and complex grammatical constructions);
- relevance to sociopolitical and cultural climate
Courses at the Elementary and Secondary level
• Topics that fulfilled these criteria: multiculturalism, nuclear age, sports,
the Green movement, street kids, and teenage smoking.

20. Contemporary models of
Content-Based Instruction
Courses at the Elementary and Secondary level
Adjunct approach:
• parallel to the theme-based component;
• described as an adjunct course focusing on science;
• ESL teachers and science teachers involved;
- Understanding specialized science terminology and concepts;
- Report writing skills;
- Grammar for science;
- Note-taking skills.
• “learning science through English”;

21. Contemporary models of
Content-Based Instruction
• Theme-based courses provide framework for courses and materials;
• Set of themes may be selected as the basis for a semester’s work;
• Four skills and grammar are taught drawing on the central theme;
• Each theme used as the basis for 6 or more hours of work;
Courses in Private language institutes
• The approach also provides the basis for many published ESL texts.
(e.g. Richards and Sandy, Passages. NY: Cambridge University Press, 1998)

22. Procedure
• CBI refers to an approach rather than method;
• Typical sequence of classroom procedures: Spanish lesson (built around film)
1) Preliminary preparation: reference material;
2)Linguistic discussion: grammar and vocabulary;
3) Preparation for film: activities previewing
vocabulary;
4) Viewing a segment of the movie;
5) Discussion of the film: teacher leads;
6) Discussion of the reading;
• No specific techniques or activities associated;
• “Teaching materials and activities are selected to the extent to which they
match the type of program it is”;
7) Video-taped interview:
matter again discussed;
8) Discussion on the matter;
9) Preparation of article:
related articles;
10) Presentation of articles;
11)Wrap-up discussion.

23. Conclusion
• CB approaches widely used in a variety of settings since the 1980’s;
from ESP, EOP and immersion programs to ESL programs, university
foreign language programs, business/vocational courses EFL;
• It leads to more successful program outcomes;
• It offers unlimited opportunities for teacher to match students’ interest
and needs with meaningful content
practical advantages
• “stimulate students to think and learn through the target language”;

24. Conclusion
• Lends itself naturally to the integrated teaching of the four skills:
• Students are exposed to study skills and learn a variety of language skills;
prepare for a range of academic tasks they will encounter;
- authentic reading material that require not only understanding of the information
but interpretation and evaluation as well;
- forum: respond orally to reading and lecture materials;
- recognizes that academic writing follows from listening, reading: synthesize facts
and ideas from multiple sources;

25. Conclusion
• Critics:
- teachers trained to teach language as a skill rather than to teach a content subject;
- may be insufficiently grounded to teach subject matter;
- team-teaching is unwieldy and likely to reduce efficiency of both.
• CBI based on broad principles that can be applied in many different ways;
• Many successful language programs.

26. Conclusion
 Questions on CBI.

27. Thank you!
Group 5:
Juliana Meres Costa
Lilian de Melo Fernandes
Marina Lee Colbachini
Sindy M. G.-B. Sato