Content-based instruction

Content-based instruction (CBI) is a signicant approach in language education (Brinton, Snow, & Wesche,
1989). CBI is designed to provide second-language learners instruction in content and language.

subject.
As educators realized that in order to successfully complete an academic task, second language (L2) learners have to master both English as a language form
(grammar, vocabulary etc.) and how English is used
in core content classes, they started to implement various approaches such as Sheltered instruction and learning to learn in CBI classes. Sheltered instruction is more
of a teacher-driven approach that puts the responsibility
on the teachers shoulders. This is the case by stressing
several pedagogical needs to help learners achieve their
goals, such as teachers having knowledge of the subject
matter, knowledge of instructional strategies to comprehensible and accessible content, knowledge of L2 learning processes and the ability to assess cognitive, linguistic and social strategies that students use to assure content
comprehension while promoting English academic development. Learning to learn is more of a student-centered
approach that stresses the importance of having the learners share this responsibility with their teachers. Learning to learn emphasizes the signicant role that learning
strategies play in the process of learning.

Historically, the word content has changed its meaning in

language teaching. Content used to refer to the methods
of grammar-translation, audio-lingual methodology and
vocabulary or sound patterns in dialog form. Recently,
content is interpreted as the use of subject matter as a
vehicle for second or foreign language teaching/learning.

Benets of content based instruction

1. Learners are exposed to a considerable amount of language through stimulating content. Learners explore interesting content & are engaged in appropriate languagedependent activities. Learning language becomes automatic.
2. CBI supports contextualized learning; learners are
taught useful language that is embedded within relevant
discourse contexts rather than as isolated language fragments. Hence students make greater connections with the
language & what they already know.

3 Motivating students

3. Complex information is delivered through real life

context for the students to grasp well & leads to intrinsic motivation.
Keeping students motivated and interested are two
4. In CBI information is reiterated by strategically deliv- important factors underlying content-based instruction.
ering information at right time & situation compelling the Motivation and interest are crucial in supporting student
success with challenging, informative activities that supstudents to learn out of passion.
port success and which help the student learn complex
5. Greater exibility & adaptability in the curriculum can skills (Grabe & Stoller, 1997). When students are mobe deployed as per the students interest.
tivated and interested in the material they are learning,
they
make greater connections between topics, elabora6. It gives hands on experience to the learner.
tions with learning material and can recall information
better (Alexander, Kulikowich, & Jetton, 1994: Krapp,
Hidi, & Renninger, 1992). In short, when a student is
2 Comparison to other approaches intrinsically motivated the student achieves more. This
in turn leads to a perception of success, of gaining posiThe CBI approach is comparable to English for Specic tive attributes which will continue a circular learning patPurposes (ESP), which usually is for vocational or occu- tern of success and interest. Krapp, Hidi and Renninger
pational needs or English for Academic Purposes (EAP). (1992) state that, situational interest, triggered by enThe goal of CBI is to prepare students to acquire the lan- vironmental factors, may evoke or contribute to the deguages while using the context of any subject matter so velopment of long-lasting individual interests (p. 18).
that students learn the language by using it within the spe- Because CBI is student centered, one of its goals is to
cic context. Rather than learning a language out of con- keep students interested and motivation high by generattext, it is learned within the context of a specic academic ing stimulating content instruction and materials.
1

Active student involvement

Because it falls under the more general rubric of

communicative language teaching (CLT), the CBI classroom is learner rather than teacher centered (Littlewood,
1981). In such classrooms, students learn through doing
and are actively engaged in the learning process. They do
not depend on the teacher to direct all learning or to be the
source of all information. Central to CBI is the belief that
learning occurs not only through exposure to the teachers
input, but also through peer input and interactions. Accordingly, students assume active, social roles in the classroom that involve interactive learning, negotiation, information gathering and the co-construction of meaning
(Lee and VanPatten, 1995). William Glassers control
theory exemplies his attempts to empower students and
give them voice by focusing on their basic, human needs:
Unless students are given power, they may exert what little power they have to thwart learning and achievement
through inappropriate behavior and mediocrity. Thus, it
is important for teachers to give students voice, especially
in the current educational climate, which is dominated by
standardization and testing (Simmons and Page, 2010).[1]

EXTERNAL LINKS

Brinton, D. (2003). Content-based instruction. In

D. Nunan (Ed.), Practical English Language Teaching (pp. 199224). New York: McGraw Hill.
Brinton, D. M., Snow, M. A., & Wesche, M. B.
(1989). Content-based second language instruction.
New York: Newbury House.
Grabe, W., & Stoller, F. L. (1997). Content-based
instruction: Research foundations. In M. A. Snow,
& D. M. Brinton (Eds.), The content-based classroom: Perspectives on integrating language and content (pp. 521). NY: Longman.
Snow, M.A.(2001). Content-based and immersion
models for second and foreign language teaching. In
M. Celce-Murcia (Ed.), Teaching English as a Second or Foreign Language (3rd ed.) (pp. 303318).
Boston, MA: Heinle & Heinle.

8 External links
British Council, BBC: teaching English
NFLC Report

Conclusion

The integration of language & content teaching is perceived by the European Commission as an excellent way
of making progress in a foreign language. CBI eectively increases learners English language prociency &
teaches them the skills necessary for the success in various professions. With CBI, learners gradually acquire
greater control of the English language, enabling them
to participate more fully in an increasingly complex academic & social environment.

See also
CLIL
English language learning and teaching
Teaching English as a foreign language
Language education
Second language

References

[1] Amber, Page, Melissa, Simmons (September 2010).

Motivating Students through Power and Choice. English
Journal 100 (1): 6569.

Theory of Content Based Instruction

Content-Based Instruction in English as a Foreign
Language Context

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