Content-Based Instruction
Content-based instruction (CBI) is an approach to teaching English language learners that focuses on using content from other academic subjects, such as science, history, or literature, as the basis for language instruction. By integrating language learning with content instruction, CBI provides a more meaningful and relevant learning experience for students. CBI also emphasizes the development of critical thinking, problem-solving, and communication skills, which are essential for success in academic and professional contexts.
Here are some examples of how content-based instruction (CBI) can be implemented in the English language classroom:
Science-based CBI: In a science class, students could learn about the human body and use that knowledge to develop their language skills. For example, they could learn new vocabulary related to anatomy and physiology, describe the function of different body parts, and engage in discussions about health and wellness.
History-based CBI: In a history class, students could learn about significant events in world history and use that knowledge to develop their language skills. For example, they could read primary source documents, write historical narratives, and engage in debates about historical issues.
Literature-based CBI: In a literature class, students could read and analyze literary texts and use that knowledge to develop their language skills. For example, they could discuss themes and motifs, analyze character development, and write critical essays.
In each of these examples, language instruction is integrated with content instruction, creating a more engaging and relevant learning experience for students.
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References & Resources
Kaufman, D. & Crandall, J. (Eds.) (2005). Content-based instruction in primary and secondary school settings. Alexandria, VA: TESOL.
Crandall, J. & Kaufman, D. (Eds.) (2002). Content-based instruction in higher education settings. Alexandria, VA: TESOL.
*Cole, D., Hood, P. & Marsh, D. (2010). Content and language integrated learning. Cambridge, UK: Cambridge University Press.
Beckett, G. & Miller, P. (Eds.) (2006). Project-based second and foreign language education: Past, present and future. Information Age Publishing.
Brinton, D. M., Snow, M. A., & Wesche, M. B. (2003). Content-based second language instruction (Michigan Classics Edition). Ann Arbor, MI: University of Michigan Press.
Mehisto, P., Frigols, M.J. & Marsh, D. (2008). Uncovering CLIL: Content and language integrated learning and multilingual education. MacMillan Education.
Pally, M. (Ed.) (2000). Sustained content teaching in academic ESL/EFL: A practical approach. Boston: Houghton Mifflin.
Deller, S. & C. Price (2007). Teaching other subjects through English. Oxford: Oxford University Press.
Chamot, A. U. (2009). The CALLA handbook: Implementing the cognitive academic language learning approach. Second Edition. New York: Pearson Longman.
Fried-Booth, D. (2002). Project work (Resource Books for Teachers) (2nd ed.). Oxford: Oxford University Press.
Cole, K. A., Means, B., Simkins, M., & Tavalin, F. (2002). Increasing student learning through multimedia projects. Alexandria, VA: ASCD.