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Content Based Syllabus

The document discusses content-based syllabus, including its definition, characteristics, principles, advantages, and disadvantages. A content-based syllabus focuses on using content topics to teach language skills and has the goal of teaching information through the target language. It emphasizes meaning over form and uses authentic materials. Potential disadvantages include teachers requiring additional training and limited available instructional materials.

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Andy Hamzah Fansury
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223 views

Content Based Syllabus

The document discusses content-based syllabus, including its definition, characteristics, principles, advantages, and disadvantages. A content-based syllabus focuses on using content topics to teach language skills and has the goal of teaching information through the target language. It emphasizes meaning over form and uses authentic materials. Potential disadvantages include teachers requiring additional training and limited available instructional materials.

Uploaded by

Andy Hamzah Fansury
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPT, PDF, TXT or read online on Scribd
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Content based

syllabus
Content
1. Definition & examples
2. Characteristics
3. Principles
4. Advantages
5. Disadvantages
1. Definition
• The content-based syllabus is the teaching
of content or information in the language
being learned with little or no direct to
teach the language itself separately from
the content being taught ( Nunan 1988)
• This syllabus is designed when the
purpose is to teach some content or
information in a language that students are
also learning.
• Learners are helped to acquire language
through the study of a series of relevant topics,
each topic exploited in systematic ways and
from different angles (Nunan, 1988:49-50.)

• The primary purpose is to teach some content


or information using the language that the
students are also learning.
Content based instruction
• Content-Based Instruction (CBI) is a
significant approach in second language
acquisition (Brinton, Snow, & Wesche,
1989). CBI is designed to provide second-
language learners instruction in content
and language.
• The focus of a CBI lesson is on the topic
or subject matter. During the lesson
students are focused on learning about
something. This could be anything that
interests them from a serious science
subject to their favourite pop star or even a
topical news story or film
CHARACTERISTICS
1. The theory of language

The theory of language assumed by


content-based instruction embraces the full
range of communicative competence.

+ structural component (grammatical competence)


+ sociolinguistic and discourse competence
(especially in school settings)
+ strategic competence.
2. The main focus of designing

A content-based syllabus, or a topical syllabus, is


developed in accordance with the principles of ESP
(English for Specific Purposes).

Hutchinson and Waters (1983, as cited in Nunan, 1993, p.49)


suggest that the best work in the ESP area usually focuses on a
process rather than a product. However, in real world situations,
language often acts as a means in the process of completing tasks.
Therefore, ESP should pay attention to not only the
process of learning, but also the product.
4. The way of grading tasks

With ESP and a topical syllabus, an obvious means of grading


content is with reference to concepts associated with the subject
questions (Nunan, 1993, p.70).

However, the crucial point is to let learners understand the


relationship between language and content. Therefore, in Mohan’s
(1986) model, content facilitates learning not merely through
language but also with it; an ESP course could be
organized by classroom activities which combines
specific practical aspects and general theoretical
aspects.
5. The balance of content and language

• Content should be a vehicle to drive language learning


(Hadley, 2001).

• The balance of content and language is also important.


In a content-based syllabus, the language is the bones
and skeleton while the content is the flesh and blood;
the language could be seen as a means to complete a
content task.
Principles
1. People learn a second language more
successfully when they use the language as a
means of acquiring the information, rather than
as an end in itself.

Second language acquisition (SLA) research suggests that a


necessary condition for successful language learning is
“comprehensive input”.

The condition requires the syllabus to focus on the meaning


rather than the form.

The development of the good communication skills are the


foundation on which the productive skills are based.
2. Content-based instruction must reflect learners’
need for learning a second language.

The fact is that many content-based programs serve to


prepare ESL (English as a Second Language)
students for academic studies or for streaming.

The need to be able to access the content of academic


learning and teaching as quickly as possible is of the
central purpose.
• Content-based approaches are built upon the previous
experiences of the learners or the existing knowledge
of the subject matter that they’re concerned about.

The using of the pedagogical methods must aim at the


overall development of the cognitive and academic
skills, as well as linguistic skills.
ADVANTAGES
• (
http://www.slidefinder.net/c/course_planni
ng_syllabus_design/26197856/p2
)

• They facilitate comprehension

• Content serves as the best basic for


teaching the skill areas
• They motivate learners

• They allow for integration of four skills

• They allow for use authentic materials


DISADVANTAGES
1. Teachers
- A lack of training in content-based
syllabuses

- Collaboration between the language


teacher and the subject matter teacher is
imperative

- Language proficiency of the subject matter


teacher and the language teacher

(Source:http://www.ub.edu/filoan/CLIL/CLILbyNaves.htm)
2. Students
- Limited time to achieve adequate
academic level

3. Instructional Materials
- Little material available on the market

4. Assessment
- How to assess subject matter and
language skills within the educational
system
(Source: http://www.ub.edu/filoan/CLIL/CLILbyNaves.htm)
THANKS FOR YOUR
LISTENING

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