Content-based Instruction

• Engels
• Middelbare school
• vwo
• Leerjaar 3

WELCOME!

Content-based instruction

By: Tijmen, Fabiënne, Yvonne and Marloes

Today's agenda:

• Theoretical framework
• Comprehension check
• Practical application
• Class/group discussion

The theory will be explained and questions will be asked in between the display of this theoretical framework

We want you to behave as if ...

• you are a third-year pupil in a vwo class
• we are your new teachers 
• this is the first day you are being taught about this topic

Introduction

• Form of CLT
• Strong version (''using English to learn it'')
• Priority to communicating
• Teaching through communication rather than for it
• Learn to communicate by communicating -> the destination and the route become one and the same

Is CBI a weak or a strong version of CLT?

1. strong
2. weak

Which of these statements is false?

1. CBI gives priority to communicating
2. CBI teaches through communication, rather than for it
3. CBI focuses on grammar
4. The destination and the route become the same

Can you think of an example of this methodology (CBI) in the Netherlands?

Example of use of CBI in 

the Netherlands:

When first reading this chapter, you might think: 'Okay, so how does this come to practice?'

Well:

We all know bilingual education. This is a perfect example of Content-Based Instruction. Here, the English language becomes a tool to understand the content.

The Principles Reviewed

The next slides will contain:

• principles briefly explained
• comprehension questions

What are the goals of teachers who use CBI?

• for the students to master both language and content
• they do this by finding general interests of the pupils

What would be good examples to use as content in CBI when teaching?

1. academic subject
2. themes of general interest (current events or hobbies)
3. you just pick a topic that the pupils might find interesting
4. you talk about something you like

What is the role of the teacher? What is the role of the students?

Teacher: Sets clear learning objectives for both content and language, then creates activities (scaffolding the language needed for study of the content).

Students: Engage actively with both content and language, using each to learn the other.

What are some characteristics of the teaching/language process?

• authentic texts 
  
• use of visuals, realia, repeating and giving examples (build on students' previous experiences/knowledge)
• interaction with other students
• graphic organizers

How does the teacher interact with a student? And how does a student interact with another student?

How are the feelings of the students dealt with?

It is assumed that learning both content and the language associated with that content that the pupils will be both interested and motivated.

CBI  focusses on the intrinsic motivation of students. The content is meant to motivate the learners to use the language. 

How is language viewed? How is culture viewed?

Meaningful and a medium

Culture: Teaching in the content area that is being studied.

What areas of language are emphasized? What language skills are emphasized?

L

Does the students' native language play a visible role in CBI?

1. yes
2. no

How is evaluation accomplished?

Focus is on content rather than formal language evaluation. 

Evaluation of the content is accomplished through the use of language.

Language is rarely assessed separately. The language goal of CBI is that students can use the language for communication; students should be able to use the language to evaluate the content.

How does the teacher respond to student errors?

• giving the correct form
• allowing students to self-correct 

Teacher preparation

•  Content, language and teaching skill knowledge
• Language and content related learning objectives
• interesting, simulating content material
• Sheltered Instruction Protocol
• Adjunct model

        The Sheltered Instruction Observation                                               Protocol

• Building Background
  
• Comprehensible Input
  
• Strategies
  
• Interaction
  
• Practice/Application
  
• Lesson Delivery
  
• Review & Assessment

Using instructional strategies connected to each of these components, teachers are able to design and deliver lessons that address the academic and linguistic needs of the pupils.

Adjunct model

In the adjunct model for university students, students enrol in a regular academic course. In addition, they take a language course that is linked to the academic process.

 

The teacher's focus is on helping students process the language in order to understand the academic content presented by the content teacher. 

The language teacher also helps students to complete academic tasks. 

The Techniques Reviewed

• Dictogloss
• Graphic Organizers
• Language Experience Approach
• Process Writing
• Dialogue Journals

What aspects of this methodology would you like to implement in your own teaching?