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12 views3 pages

cbii

Uploaded by

yaccinebenassou
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Report on Content-Based Instruction (CBI)

Content-Based Training (CBI) is a teaching strategy that blends language


acquisition with subject matter training. It focuses on employing relevant
content as the foundation for language skill development, providing
children with a natural environment in which to grasp both language and
academic competencies.

Core Concepts of CBI

Mohan (1986) introduced a framework for CBI based on knowledge


structures, which are universal frameworks that span practical and
theoretical elements. These include:

 Practical structures: Description, Sequence, and Choice.

 Theoretical structures: Concepts/Classification, Principles, and


Evaluation.

This framework allows language learning to be intertwined with general


knowledge across disciplines, making the learning process more relevant
and engaging.

Roles in CBI

Learner Roles

CBI encourages learners to take charge of their education, fostering


autonomy and collaboration. Students are expected to:

 Actively participate in interpreting input.

 Explore strategies and tolerate uncertainty.

 Engage in collaborative learning, often stepping out of their comfort


zones.

However, some learners may struggle with the heavy demands of new
content or resist non-traditional methods. Preparing learners—both
cognitively and emotionally—is crucial for success.

Teacher Roles

Teachers in CBI go beyond traditional language instruction. They:

 Serve as both language experts and content facilitators.

 Adapt authentic materials to suit learner needs.

 Foster a learner-centered classroom, ensuring input is both


comprehensible and engaging.
Role of Materials

Materials in CBI should be authentic, such as articles, videos, or realia like


brochures and advertisements. While authenticity is key, materials must
also be adapted for comprehensibility. Effective materials balance real-
world relevance with the linguistic needs of learners. A variety of formats,
including multimedia, ensures lessons remain engaging and accessible.

Models of CBI

CBI is flexible and can be applied across different educational levels:

University Level

1. Theme-Based Instruction: Lessons revolve around broad themes


(e.g., pollution, business), integrating language skills naturally with
topics.

2. Sheltered Content Instruction: Content specialists teach subjects


in a simplified manner for ESL learners.

3. Adjunct Instruction: Language and content courses are linked,


with coordinated assignments.

4. Team Teaching: Language and subject teachers collaborate to


address both content and language needs.

5. Skills-Based Approach: Focuses on academic skills like writing or


research, connected to subject matter.

Elementary and Secondary Levels

1. Theme-Based Modules: These prepare students for mainstream


subjects by emphasizing learning strategies and essential skills.

2. Adjunct Courses: Language courses are linked to subjects like


science, focusing on specific vocabulary, note-taking, and grammar.

Private Language Institutes

Theme-based courses are common in private language schools, with topics


providing a framework for integrated language skill development.

Classroom Procedures

CBI lessons follow flexible structures tailored to the content. A typical


example includes:
1. Preparation: Readings or activities introducing the topic and
vocabulary.

2. Core Activities: Viewing multimedia content, discussing materials,


and working on tasks related to the theme.

3. Follow-Up: Presentations, writing tasks, or discussions synthesizing


learning.

For example, a Spanish CBI lesson on immigration might combine films,


readings, and interviews, culminating in student presentations and
discussions.

Strengths and Challenges

Strengths

 Combines language learning with meaningful, relevant content.

 Helps learners develop academic and real-world language skills.

 Motivates learners by aligning lessons with their interests and goals.

Challenges

 Requires significant teacher preparation and expertise.

 Students may face cognitive overload if not adequately prepared.

 Coordinating content and language can be demanding, particularly


in adjunct and team-teaching models.

Conclusion

Particularly in academic language development, ESP (English for Specific


Purposes), and immersion programs, CBI has shown itself to be an
effective and flexible approach. It is a priceless tool for language teachers
because of its ability to smoothly combine skills with engaging content.
However, competent educators, well selected resources, and efficient
learner support systems are necessary for its efficacy. CBI is still a popular
approach for encouraging meaningful and useful language acquisition in
spite of its shortcomings.

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