CONTENT-BASED INSTRUCTION (CBI)
AND CONTENT AND CONTENT
LANGUAGE INTEGRATED LEARNING
(CLIL)
PREPARED BY: SAN PEDRO, GLAIZA M.
CURRENT APPROACHES/METHODS
DESIGN:
OBJECTIVES, THE SYLLABUS, TYPES OF
LEARNING & TEACHING ACTIVITIES,
LEARNER &TEACHER ROLES, AND THE ROLE
OF INSTRUCTIONAL MATERIALS
TECHNIQUE: SAMPLE ACTIVITIES
WHAT IS CBI?
• It is an approach to language teaching that organizes
instruction around meaningful content or subject
matter
CBI PROGRAM MODELS
• Sheltered instruction (more content-driven or
subject-led)
• Theme-based instruction (more language-driven-led)
• Adjunct model (between content-and language-
driven programs)
• Skills-based model
WHAT IS CLIL?
• It is a dual-focused educational approach in which
an addition language is used for learning and
teaching of both content and language.
CLIL APPROACHES & DESIGN
DIFFERENCES &
SIMILARITIES BETWEEN CBI
AND CLIL
CBI In North America CLIL in Europe
• In CBI courses, the syllabus is primarily content-driven
• In CLIL syllabus will similarly depend on the approach to CLIL,
the course is based on whether it’s designed for young learners,
secondary school or tertiary-level learners.
• CBI and CLIL learning activities are not intrinsically different
• In CBI learners are expected to acquire language with content through the noticing and
awareness-raising activities, for this reason, the learner is expected to process language
consciously as well as intuitively.
Both CBI and CLIL require active participation on the part of the learners, with a goal toward
learner autonomy.
In CBI, teachers have to familiarize themselves with difficult and unfamiliar content and often
have to develop their own courses and choose and adapt materials that provide a basis for CBI.
In CLIL, the key focus is to make sure that the students have understood the materials presented.
CLIL PRINCIPLES
1. Language is used to learn as well as communicate.
2. The subject determines the language input.
3. The focus is not only on language, not only on
content, each is inter-linked.
CLIL COURSES
• Dual-school education
• Bilingual education
• Interdisciplinary module approach
• Language-projects
• Specific-domain vocational CLIL
THEORY OF LANGUAGE
• Lexis is central in integrating language & content
• Language is text and discourse-based
• Grammar is a resource for communicating content
• Language use draws on integrated skills
THEORY OF LEARNING
1. Comprehension is a necessary condition for second language
learning to occur.
2. Negotiation of meaning plays an important role in understanding
context.
3. Learning is facilitated by corrective feedback.
4. Learning of both content & language is facilitated by dialogic
talk.
5. Prior knowledge plays an important role in CBI.
6. Scaffolded learning plays an important part in CBI and CLIL.
DESIGN
• To develop intercultural communication skills
• To prepare for internalization
• To provide opportunities to study content through different
perspectives
• To access subject- specific target language terminology
OBJECTIVES
• To improve overall target language competence
• To develop oral communication skills
• To diversify methods and forms of classroom practice
• To increase learner motivation
THE SYLLABUS
• In CBI courses, the syllabus will depend on whether it is
primarily content driven or language driven.
• In CLIL, syllabus will similarly depend on the approach to
CLIL the course is based on and whether it is designed for
young learners, secondary school, or tertiary level-
learners.
TYPES OF LEARNING AND
TEACHING ACTIVITIES
• CBI and CLIL learning activities are not intrinsically
different, but many differ in practice because of the age of
the learners and their other needs.
• CBI: scavenger hunt for food
• CLIL: describe and draw, scavenger
hunt/animals/plants/food and artwork presentations
LEARNER ROLES
• In CBI, learners are expected to acquire language together
with content through the noticing and awareness-raising
activities the teacher make use of. For this reason, the
learner is expected to process language consciously as well
as intuitively.
• Both CBI and CLIL require active participation on the part
of the learners, with a goal toward learner autonomy.
TEACHER ROLES
• In case of CBI, teachers have to familiarize themselves
with (design of courses and materials), at times, difficult
and unfamiliar content and often have to develop their own
courses or choose and adapt materials that provide a basis
for CBI.
• In the case of CLIL, a key focus is ensuring that students
have understood the material presented.
THE ROLE OF
INSTRUCTIONAL MATERIALS
• In both CBI and CLIL, the materials play a central role and
may be specially designed materials, materials used to
teach content subjects, and a variety of different forms of
authentic materials
PROCEDURE
• Procedures typically used to teach subject matter in
a content class are used, with appropriate
adjustments according to the learners’ level of
language proficiency.
CONCLUSION
• CBI and CLIL raise important issues for both
teachers and learners. Critics have noted that most
language teachers have been trained to teach
language as a skill rather than to teach a content
subject.
CBI SAMPLE ACTIVITIES:
CLIL SAMPLE ACTIVITY:
thank you
