1. UNIVERSIDAD PEDAGÓGICA EXPERIMENTAL LIBERTADOR
INSTITUTO PEDAGÓGICO DE CARACAS
DEPARTAMENTO DE IDIOMAS MODERNOS
PROGRAMA DE INGLÉS
CÁTEDRA DE LINGUISTICA
DIDÁCTICA DEL INGLÉS
Professor:
Nahir Aparicio
Participant:
Pérez, Veruska
Caracas, November 2011

2. Content–based Instruction
refers to an approach to
second language teaching in
which is organized around the
context or information that
students will acquire, rather
than around a linguistic or
other type of syllabus.

3. Principle 1
• People learn a second language more
successfully when they use the language as a
means of acquiring information. (motivation)
Principle 2
• Content-based instruction better reflects
learners’ needs for learning a second language.
(academic studies)

4. • CBI addresses the role of language as a vehicle for learning
Language is content. Centrality of linguistic entities longer than single
text -and sentences.
discourse-
based
• In a CB class, students are often involved in activities that
Language use
draws on
link the skills.
integrated
skills
• The purpose may be academic, vocational, social, or
recreational but it gives direction, shape, and meaning to
Language is discourse and texts.
purposeful

5. The language curriculum is based
directly on the academic needs of
the students and generally follows
the sequence determined by a
particular subject matter in
dealing with language.

6. Objectives in CBI comes from the Theme-Based
Intensive Language Course (ILC):
a) To activate and develop existing English
language skills.
Objectives b) To acquire learning skills and strategies that
could be applied in future language
development opportunities.
c) To develop general academic skills applicable to
University studies in all subject areas.
d) To broaden students’ understanding of English-
speaking peoples. (Brinton et.al, 1989;32)

7.  Knowledgeable in the subject
matter.
 Keep context and
comprehensibility.
 Responsible for selecting and
adapting authentic materials.
 Become autonomous.
 Be collaborative.
 Activate interpreters of input.
Willing to explore alternative
learning strategies.
 Willing to seek multiple
interpretations of oral and written
texts.
 Willing to tolerate uncertainty.