Content-Based-Instruction(MA-students-presentation

Content-BasedInstruction•Background•Theroleofcontentinothercurriculumdesigns•Approach•Design•ContemporarymodelsofCBI•Procedure•conclusiondefinitionContent-BasedInstruction(CBI)referstoanapproachtosecondlanguageteachinginwhichteachingisorganizedaroundthecontentorinformationthatstudentswillacquire,ratherthanaroundalinguisticorothertypeofsyllabus.•Itistheteachingofcontentorinformationinthelanguagebeinglearnedwithlittleornodirectorexplicitefforttoteachthelanguageitselfseparatelyfromthecontentbeingtaught.(Krahnke,1987:65)•Contentreferstothesubstanceorsubjectmatterthatwelearnorcommunicatethroughlanguageratherthanthelanguageusedtoconveyit.•Contentissubjectmatterfromoutsidethedomainoflanguage.(Widdowson,1987:16)theroleofcontentinothercurriculumdesignsLanguageacrosstheCurriculum•focusesonreadingandwriting•LanguageskillsshouldnotbeleftexclusivelyfortheEnglishteachertodealwith.•ItalsoinfluencedAmericaneducation,andtheslogenis''Everyteacher,anEnglishteacher''.•Itemphasizesthecollaborationbetweensubjectmatterteachersandlanguageteachers.ImmersionEducation•atypeofforeignlanguageinstructioninwhichtheregularschoolcurriculumistaughtthroughthemediumoftheforeignlanguage.Goals:a.developinghighlevelofproficiencyintheforeignlanguageb.developingpositiveattitudestowardthosewhospeaktheforeignlgandtowardtheircultures.c.developingEnglishlanguageskillsequalstoexpectationsforastudent'sageandabilitiesd.gainingdesignatedskillsandknowledgeinthecontentareasofthecurriculum.theroleofcontentinothercurriculumdesignsImmigrantOn-ArrivalProgramstypicallyfocusonthelanguagenewlyarrivedimmigrantsinacountryneedforsocialsurvival.•Suchlearnerstypicallyneedtolearnhowtodealwithdifferingkindsofreal-worldcontentasabasisforsocialsurvival.theroleofcontentinothercurriculumdesignsLanguageforSpecificPurposes(LSP)•focusparticularlyonEnglishforScienceandTechnology(EST).e.g.toreadtechnicalarticlesincomputersciencetowriteacadamicpapersinchemicalengineeringtheroleofcontentinothercurriculumdesigns•Peoplelearnasecondlanguagemoresuccessfullywhentheyusethelanguageasameansofacquiringinformation,ratherthanasanendinitself.Theforeignlanguageisthevehicleforcontentinstruction.•Content-BasedInstructionbetterreflectslearners'needsforlearningasecondlanguage.CentralPrinciplesofCBITheoryofLanguage•Languageistext-anddicoursebasedthelinguisticunitsarenotlimitedtothelevelofsentencesorphrases•Languageusedrawsonintegratedskillsreading,takingnotesorwritingasummary•Languageispurposefulthepurposemaybeacademic,socialorrecreationalbutitgivesdirection,shapeandmeaningtodiscourseandtexts.•Inordertomakecontentcomprehensibletolearners,whatshouldteachersdo?•Teachersneedtomakethesamekindsofadjustmentsandsimplificationsthatnativespeakersmakeincommunicatingwithsecondlglearners.Thediscoursethatresultsfromthesesimplificationsisoftenreferredtoas“foreignertalk”.TheoryofLearning•Peoplelearnasecondlanguagemoresuccessfullywhentheinformationtheyareacquiringisperceivedasinteresting,useful,andleadingtoadesiredgoal.•Studentslearnbestwheninstructionaddressesstudents'needs.•Teachingbuildsonthepreviousexperienceofthelearners.design•Objectives•Syllbus•Typesoflearningandteachingactivities.•Learnerroles•Theroleofteachers•TheroleofmaterialsObjectives•InCBI,languageistypicallyconsideredincidentaltothelearningofcontent.ThustheobjectivesinatypicalCBIcoursearestatedasobjectivesofthecontentcourse.•1.toactivateanddevelopexistingEnglishlanguageskills.•2.toacqurielearningskillsandstrategiesthatcouldbeappliedinfuturelanguagedevelopmentopportunities•3.todevelopgeneralacademicskillsapllicabletouniversitystudiesinallsubjectareas.•4.tobroadenstudents’understandingofEnglish-speakingpeoples(Brintonetal.,1989:32)•Thetopicalthemesofthemodulesare:1.Drugs2.ReligiousPersuasion3.Advertising4.Drugs5.BritainandtheRaceQuestion6.NativeAmericans7.ModernArchitecture8.MicrochipTechnology9.Ecology10.AlternativeEnergy11.NuclearEnergy12.DraculainMyth,Novel,andFilms13.ProfessionalEthicsSyllbus•ItistypicallyonlyCBIfollowingthetheme-basedmodelinwhichcontentandinstructionalsequenceischosenaccordingtolanguagelearninggoals.•Thetheme-basedmodelusesthesyllabustypereferredtoasatopicalsyllabus,theorganizationofwhichisbuiltaroundspecifictopicsandsubtopics,asthenameimplies.Typesoflearningandteachingactivities.•Stoller(1997)providesalistofactivitiesclassifiedaccrodingtotheirinstructionalfocus.•TheclassificationcategoriesStoller(1997)proposesare:-languageskillsimprovement-vocabularybuilding-discourseorganization-communicativeinteraction-studyskills-synthesisofcontentmaterialsandgrammarLearners'roles•StudentsareactivelyinvolvedinaContent-Basedclassroomsetting.Ontheonehand,theyareinchargeoftheirownlearningprocessandtheirsupportofothersand,ontheotherhand,theymaypartlychoosecontentandactivities.Teacherroleandchoiceofmaterial•TeachingtheContent-Basedapproachnecessitatesalargeamountofworkandenergy.Theteacherhastofulfilseveralroles,suchas(1)beingagoodlanguageteacherandinaddition(2)havinganappropriateknowledgeofthesubjectmatter.Inaddition,(3)theteacherhastochoosemateria