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    Content-Based Instruction

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    Jemuel Castillo
    Content-based instruction is an approach to teaching a second language through content or information that students learn, rather than through language itself. It is based on principles of communicative language teaching and the assumptions that language is learned most successfully when used to acquire information and reflects learners' needs. The content comes from subjects like science, social studies and becomes the basis for language instruction rather than focusing on forms. The teacher's role is to facilitate meaningful communication and draw out students' background knowledge while encouraging autonomous learning. The language experience approach, as part of CBI, starts with a shared experience that students use to create text and then read, revise and extend their language use.

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    Content-Based Instruction

    Uploaded by

    Jemuel Castillo
    120 views50 pages
    Content-based instruction is an approach to teaching a second language through content or information that students learn, rather than through language itself. It is based on principles of communicative language teaching and the assumptions that language is learned most successfully when used to acquire information and reflects learners' needs. The content comes from subjects like science, social studies and becomes the basis for language instruction rather than focusing on forms. The teacher's role is to facilitate meaningful communication and draw out students' background knowledge while encouraging autonomous learning. The language experience approach, as part of CBI, starts with a shared experience that students use to create text and then read, revise and extend their language use.

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    CBI

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    Content-based instruction is an approach to teaching a second language through content or information that students learn, rather than through language itself. It is based on principles of communicative language teaching and the assumptions that language is learned most successfully when used to acquire information and reflects learners' needs. The content comes from subjects like science, social studies and becomes the basis for language instruction rather than focusing on forms. The teacher's role is to facilitate meaningful communication and draw out students' background knowledge while encouraging autonomous learning. The language experience approach, as part of CBI, starts with a shared experience that students use to create text and then read, revise and extend their language use.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    120 views50 pages

    Content-Based Instruction

    Uploaded by

    Jemuel Castillo
    Content-based instruction is an approach to teaching a second language through content or information that students learn, rather than through language itself. It is based on principles of communicative language teaching and the assumptions that language is learned most successfully when used to acquire information and reflects learners' needs. The content comes from subjects like science, social studies and becomes the basis for language instruction rather than focusing on forms. The teacher's role is to facilitate meaningful communication and draw out students' background knowledge while encouraging autonomous learning. The language experience approach, as part of CBI, starts with a shared experience that students use to create text and then read, revise and extend their language use.

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    CONTENT-BASED INSTRUCTION

    BACKGROUND
    Content-Based Instruction Instruction (CBI) is
    teaching organized around the content or
    information that students will acquire, and not
    around the linguistic or other syllabus.
    content refers to the substance or the subject matter
    that we learn or communicate through language
    content rather than the language to convey it.
    What are some possible content areas or subjects that can be
    taught in English?
    CBI is built on the principles of Communicative
    Language Teaching.
    Classroom needs to be filled with real and meaningful
    communication where information is exchanged.
    CBI IS BASED IN TWO ASSUMPTIONS:

    People learn a second language more successfully when


    they use the language as a means of acquiring
    information.
    APPROACH

    It better reflects learners needs for learning a second


    language. Many ESL and EFL programs focus on
    preparing studies or for mainstreaming
    THEORY OF LANGUAGE

    language

    Information
    Meaning

    Communicated
    Text Discourse
    Constructed
    THEORY OF LEARNING

    CBI makes assumption that learners learn best when they


    are given language in a meaningful and contextualized
    form with the primary focus on acquiring information.
    THEORY OF LEARNING

    People learn a second language more successfully when


    the information they are acquiring is perceived as
    interesting, useful and leading to a desired goal.
    THEORY OF LEARNING

    Language learning is more motivating when students are


    focusing on something other than the language, such as
    ideass, issues and opinions.
    THEORY OF LEARNING

    Teaching builds on the previous experiences of the


    learners. CBI builds on students knowledge and previous
    experiences. Students bring a wealth of knowledge to the
    classroom.
    CONCEPT

    In CBI, the language is second to learning the content.


    The objectives relate to the content, not to the language.
    CONCEPT

    The syllabus comes from the content. However, it is


    common for a topical syllabus to be used in theme-based
    CBI.
    CONCEPT
    Is an effective method of combining language and
    content learning.
    Method of language instruction in which content and
    language are integrated
    Instead of focusing on language forms, the curriculum in
    this method is based on content.
    LEARNERS’ ROLE
    become autonomous
    support each other
    active interpreters of input
    willing to tolerate uncertainty
    willing to explore alternative learning strategies and sources of
    content.
    have a learn by doing attitude.
    TEACHERS’ ROLE
     a good language teacher is knowledgeable in the subject matter.
    know how to draw out the knowledge from students.
    varying the format of classroom instruction.
    using group work and team building techniques.
    defining the background knowledge and language is required
    for students’ success.
    LANGUAGE EXPERIENCE APPROACH
    (LEA)
    LANGUAGE EXPERIENCE APPROACH

    Typically, the language experience approach involves a


    shared experience such as everyday happenings,
    common school experiences, a classroom event or
    hands-on activity, excursions but can also include
    students' personal experiences or ideas.
    The language experience approach (LEA) is a whole
    language approach that promotes reading and writing
    through the use of personal experiences and oral
    language. It effectively helps develop learners' print
    awareness, since learners see the direct connection
    between images and words.
    LANGUAGE EXPERIENCE APPROACH
    STEP 1: A Shared Experience. The LEA process begins with
    something the class does together, such as a field trip, an experiment,
    or some other hands-on activity. ...
    STEP 2: Creating the Text. ...
    STEP 3: Read & Revise. ...
    STEP 4: Read and Reread. ...
    STEP 5: Extension.
    FEATURES OF THE
    LANGUAGE EXPERIENCE APPROACH

    Materials are learner-generated.


    All communication skills--reading, writing, listening, and
    speaking are integrated.
    Difficulty of vocabulary and grammar are determined by the
    learners own language use.
    Learning and teaching are personalized, communicative,
    creative.
    LANGUAGE EXPERIENCE APPROACH
    LEARNING STRATEGY

    An activity describes any procedures in which


    learners work towards a goal such as play a
    game or engaging in a discussion. Finally, a task
    is something undergone by students using pre-
    existing or scaffolded language resources.
    APPLICATION
    THANK YOU

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