Content- based
instruction.
Deswita rahmadani
Novi wulandari
Merianti ardilla
background
• According to khranke ( 1987) that CBI is the
teaching content or information in the language
being learned with little or no direct or explicit effort
to teach the language itself separately from the
content being taught.
• Content based instruction likewise draws on the
principles of communicative language teaching.,
as emerged in the 1980s.
• If it was argued, classroom should focus on real
communication and the exchange of information
,an ideal situation for the second language learning
would be the subject matter of language teaching
was not grammar but content is the one from
outside the domain of language.
• CBI draws some of its theory and practice from
these curriculum approaches.
The role of content in
other designs
• Based on language across the curriculum was a proposal for
native language education that grew out of
recommendations of a British governmental commission in
1970s. Therese some programs that influence on the theory of
content based instruction:
• 1. immersion programs
• 2. immigrant on- arrival programs
• 3. programs for student with limited english profiency
• 4. language for specific purposes
•
approach
• 1. people learn a second language more succesfully
when they use the language as means of acquiring
information, rather than as an end in it self.
• 2. CBI better reflects learners’ needs for learning the
second language..
• Thoeory of language
• 1. language is thext and discourse-based
• 2. language use draws on integrated skills.
• 3. language is purposeful.
Theory of learning
• Based on principle of CBI that people learn a
second language more succesfully when they use
the language as means of acquiring information,
rather than as an end in it self.
• Means successful language teaching occur when
students are presented with target language
material in a meaningful, contextualixed from with
primary focus on acquiring information.
• CBI thus stands in ontrast to traditional approaches
to language teaching in which language form is
primary focus on sylabusvnd classrom teaching
• Student learn when instruction adresses students needs.
• Means the theory of cbi that the content that students
study is selected according to they needs. It is iin
secondary school, the academic needs of student
across the curriculum form the basis for the content
curriculum. Start point fror developing syllabus, so
relevance learnes need is assured.
• Studennts build on the previous experiences of learners.
• Means It is seek to build on students knowledge and
previous experience.
Design
• Objectives
• In cbi, language teaching is considered to the
learning of content. Thus the objective in a typical
CBI course are stated as objectives of the content
courses. The achievement of this is considered as
necessary and sufficient evidence that language
learning have been achieved as well.
an example of objectives in CBI comes from the theme-
based intensive language course. The four objectives were
indentified for its yearlong, multhime program. These
objectives were linguistic, strategic, and cultural.
Objectives were :
1. to activate and develop exciting english language skill.
2. to acquire learning skills and strategies that could be
applied in future language development opportunities.
3. To decelop general academic skills applicable to
university studies in all subject areas
4. Broaden students understanding of english speaking
peoples.
• Syllabus
• In CBI courses, the syllabus is derived from content
area and obviously vary widely in detail and format.
Its typically only CBI following thme based models
which content and instructional chosen accordinng
to language learning goals. Theme based model
reffered to as a topical syllabus, the organization is
built around specific topics and subtopics as the
name implies.
• Types and teaching activities.
• There are some activity types in CBI. Stoller (1997)
provide some list of classified activities to the
instructional focus.
• 1. language skill improvement
• 2. vocabulary building
• 3. discourse organization
• 4. communicative interaction
• 5. study skill
• 6. synthesis of content and grammar
• Learner roles
Learners are expected to be active
interpreters of input, willing to tolerate
uncertainly along the path of learning, willing
to explore alternative learning strategies, and
willing toseek multiple interpretations of oral
written texts.
• The role of the teacher
• Teachers have to keep context and
comprehensibility foremost in their planning
and presentations, they are responsible for
selecting and adapthing authentic material
for use in class. They become students need
nalyst and they have to reate truly learner-
centered classrooms.
• The roles of materials
•
• the material that use is typically with the subject
matter of content course. Its reccomended that
rich variety of material types be identified and used
with the central concern being the notion that the
material are ‘authentic’. Many CBI practicioners
recommend use the relia such tourist guidebooks,
technical journal, railway timeable, newspaper, tv
and radio.
Contemporary models of content-
based instruction
1. Courses at the university level.
• There are several approaches to CBI have been at
university level.
a) Theme-based language instruction
b) Sheltered content instruction
c) Adjunct language instruction
d) Team-teach approach.
e) Skill based approach
• 2. Courses at the elementary and secondary
level.
• A. theme-based approach
• B. adjuct approach
• 3. Course in private language institutes
• It is use theme-based approach for the
couses
Procedure
• At the level procedure, teaching material and
activities are selected according to extent to which
they match the type of program it is. Stryer and
leaver ( 1997) describe a typical sequence of
classroom procedures in content basec lesson.
THANK YOU
