Content-Based Language

CBLI Instruction (CBLI)

QUICK GUIDE
WHAT IS CONTENT-BASED
LANGUAGE INSTRUCTION (CBLI)? KEY POINTS:
CBLI is an integrated approach to language Content-based language instruction
instruction in which language is developed
within the context of content delivery that is ▶ applies to all programs for EB
culturally and linguistically sustaining. students (bilingual and ESL),
Sheltered instruction is a similar term used ▶ applies to any language of
to describe instruction that makes content instruction (primary/partner
comprehensible while supporting language language and English),
development. However, CBLI emphasizes the ▶ is part of Tier I instruction as
targeted and intentional methods used to it provides equitable access to
meet the affective, linguistic, and cognitive general content instruction,
needs of emergent bilingual (EB) students
through the medium of content in the ▶ holds high expectations at grade
students’ primary language and/or English. level in each content area, and
▶ encompasses an additive
approach.
IMPORTANT DEFINITIONS:

Emergent bilingual (EB) student is a term that

has replaced English learner (EL) in TX as well as ELEMENTS OF CBLI:
the formerly used term of limited English proficient
(LEP) and describes a student who is in the process
of acquiring English and has another language as
the student’s primary or home language. #1 CULTURALLY AND LINGUISTICALLY
SUSTAINING PRACTICES (CLSP)
Culturally and linguistically sustaining
practices is an intentional approach to instruction
and school environmental systems that focuses on
#2 SECOND LANGUAGE ACQUISITION
students’ assets and makes learning meaningful
through targeted connections to students’ #3 INSTRUCTIONAL METHODS
cultures, languages, and life experiences.

Additive bilingualism is an approach to second

language teaching in which the second language is
#4 DIVERSIFIED SUPPORT

seen as an addition to the learner’s first language

rather than as a replacement for it.

www.txel.org

August 2022
 Content-Based Language Instruction (CBLI)
CBLI QUICK GUIDE

#1 CULTURALLY AND LINGUISTICALLY SUSTAINING PRACTICES (CLSP)

Emergent bilingual students, as well as other culturally and

linguistically diverse (CLD) student groups, add a rich heritage of
multilingualism and multiculturalism to the classroom, imparting
11 out of55
out of
Texas
Texas students
students
funds of knowledge that strengthen the learning environment for
all students. In Texas, over 1.1 million diverse EB students alone
make up over 20% of the total student population, so implementing
culturally and linguistically sustaining practices (CLSP) is essential
for educators to effectively support the affective, linguistic, and
cognitive needs of all Texas students.
is an emergent
is emergent bilingual.
bilingual.
To ensure educational equity, educators (including teachers and
administrative leadership) of CLD students must:
▶ value and intentionally seek to understand the diverse funds of linguistic and cultural knowledge,
prior experiences, and interests of their students;
▶ capitalize on students’ cultural and linguistic resources as a basis for intentional instructional
connections, which impact linguistic development and academic achievement;
▶ create an environment of inclusivity that ensures students feel seen and heard in their classroom
setting; and
▶ employ differentiated methods to ensure equitable access to language and content.

#2 SECOND LANGUAGE ACQUISITION

Understanding the process of second language (or multi-language) acquisition is foundational to

supporting emergent bilingual students. According to Stephen Krashen and his five hypotheses for
second language acquisition, language is acquired when given comprehensible input in low-anxiety
situations and when presented with interesting and meaningful messages that are understood.
Effective instructional design for EB students should include opportunities to listen, speak, read, and
write at their current levels of language development while gradually increasing the linguistic complexity
of the academic language they read and hear, and are expected to speak and write. Since strong
language development in one language
PROVIDE OPPORTUNITIES TO: plays a significant role in acquisition of
another, quality and duration of primary
language instruction impacts student
achievement. Thus, primary language
instruction and/or cross-linguistic
connections are vital across bilingual and
LISTEN SPEAK READ WRITE .English as a second language (ESL)
programs.

www.txel.org

August 2022
 Content-Based Language Instruction (CBLI)
CBLI QUICK GUIDE

#3 INSTRUCTIONAL METHODS

Content-based language instructional methods are essential as educators regularly plan and deliver
instruction to EB students and reflect on effectiveness based on evaluation of student performance.
CBLI connects to the linguistically accommodated content instruction mentioned in the English Language
Proficiency Standards (ELPS), encompassing language-focused methods that are communicated,
sequenced, and scaffolded and can be used in any language of instruction to support language
development. CBLI methods include:

Communicated Sequenced Scaffolded

(comprehensible input) (differentiated instruction) (structured support)

» Repeated exposure and » Explicit academic language » Structured oral language

meaningful practice with instruction development, such as
content material » Connections to prior sentence frames and
» Context-embedded knowledge appropriate wait time
resources: visuals, » Cross-linguistic connections » Meaningful and authentic
gestures, realia, symbols, and access to authentic cooperative learning
manipulatives primary language » Instructional modeling,
» Clearly expressed resources including use of outlines
instructions for tasks » Alternative assessment and graphic organizers
» A focus on communicative opportunities to » Emphasis of contextual
functions over form demonstrate content supports within texts
knowledge

#4 DIVERSIFIED SUPPORT

Emergent bilingual students are diverse in many ways, including language and cultural heritage as well
as levels of language proficiency. Particularly, newcomers and long-term EB students are two diverse
populations with distinct needs and strengths.
Newcomers are recently arrived immigrant students (typically in their first 3 years in U.S. schools).
▶ They are not always identified as emergent bilingual, and they are not always at beginning or
intermediate levels of English proficiency.
▶ Typically, newcomer EB students need strategic oral language development.
Long-term emergent bilingual students have been in U.S. schools for 6 or more years and have
not yet reclassified as English proficient.
▶ They are typically orally bilingual, have had limited opportunities for native/home language
literacy development, and may be transnational or have received inconsistent U.S. schooling.
▶ Typically, long-term EB students benefit from literacy development in both their native/home
language and in English.

www.txel.org
August 2022