Scribd
Upload
14 views

CBI

Uploaded by

canpoyraz.pinar
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
14 views

CBI

Uploaded by

canpoyraz.pinar
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
You are on page 1/ 29

WHAT IS CONTENT-BASED

INSTRUCTION?
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.
«Language as a vehicle for learning content.»
Classroom
should focus on
communication.
Students would
learn the language
as a by-product of
learning.
The Central Principles

1.People learn L2 more succesfully


when using language as a means of
acquiring information.

2. CBI reflects learners’ needs for


learning a second language.
TYPES OF CBI
1. The sheltered model: It is used at university where the goal of teachers is to
enable their ESL students to study the same content material as regular
English L1 students. Sheltered CBI is called sheltered because learners are
given special assistance to help them understand regular classes.

2. The Adjunct Model: Undertaken by ESL teachers. The aim of Adjunct


classes is to prepare students for mainstream classes where they will join
English L1 learners.

3. The Theme Based Model: These classes can be taught by EFL teachers
who create content material based on the needs and interests of the students.

4. Other types are English for Specific Purposes & Task Based Instruction.
Thinking about
the Experience
Observations Principles

1. Studying geography through Content and language are


the target language targets for learning.

2. Asking to students about a Previous experience


globe

3. Supplying the missing Scaffolding the linguistic


language in any trouble content

4. Calling out the answers, Perceiving the relevance of


writing them on the language use
blackboard
Observations Principles

6. Fill-in the blanks exercises Vocabulary is easier to acquire


when there are contextual clues.

7. Providing examples using present When working authentic subject,


passive with lattitude and longtitude students need language support.
coordinates

8Finding cities on the globe Working with meaningful,


cognitively demanding language

9. Using a dictogloss, discussing its Learning discourse organization of


organization academic texts
Reviewing The
Principles
The goals of
teachers

 Master language and


content

 Encourage the
development
The role of
teacher and
students
. A good language teacher
.Knowledgeable in the subject
matter
.Be able to draw out that
knowledge from students
. Students’ role is to engage
content and language.
The characteristics
of the
teaching/learning
process

 Understanding authentic texts


 Making meaning clear
 Designing activities
 Highlighting how language is used
The nature of student-
teacher and student-
student interaction

 Teacher guides student


learning

 Supporting them

 Students often work


collaboratively
The feelings of
students
The view of
language and
 Language is culture
meaningful

 Culture is addressed
in teaching.
Emphasized areas and
skills of language

The role of the


students’ native
language
Evaluation

tent
Students’ errors wl e dg e of
co n

Kno &
b ility
a
n g u ag e
Givin La
gthe co
rrect
O form
Allow r
ing to
self-co
rrect
Teacher Preparation
 Having content and language Adjunct Model
knowledge  Focusing on helping the
 Helping teachers to students ; such as,
understand the rationale -Comleting academic
 Giving teachers practice tasks
designing -Improving note-taking
 Sheltered Instruction activities
Observation Protocol (SIOP) -Reading academic
textbooks
Whole Language

 used with second language learners


 language to be regarded holistically rather
than pieces
 working from top-down not the bottom-up
 providing content- rich curriculum
 errors as part of learning
 colloboration between teacher and students
 zone of proximal development
REVIEWING
THE
TECHNIQUES
Dictogloss
 first listening is for the main idea
 the second is for details
 working with a partner or in a small group
Graphic Organizer
 visual displays
 including diagrams, tables, columns and
webs
 facilitating recall of cognitively demanding
content
Language Experience
Approach
writing story about their life
experiences

practicing reading with the assistance


of teacher
Process writing
 brainstorming about the topic
 product-oriented’
 collect and evaluate what students have
written
 shifting the emphasis in teaching writing
Dialogue Journals
 keeping dialogue in journals
 Using journals in class or for homework
 writing a response but not correcting form

You might also like