The Whats, Whys, Hows and Whos of Content-Based Instruction
in Second/Foreign Language EducationBy: MARÍA DUEÑAS
The article is basically an overall view of Content-Based Instruction or CBI as the author uses in her article. The author provides what is CBI, why the use of CBI, how to use CBI and who are the authors and researchers behind CBI.
What is CBI? According to what I understood from the article CBI is integrating language and content which purposes are linguistic and subject matter learning at the same time. The article states four whats
1. Subject matter core- organization of curriculum should be from the subject matter rather than from functions or situations.
2. Use of authentic texts- should be primarily from those produced for native speakers of the language.
3. Learning of new information- should use the 2nd language to learn new things.
4. Appropriate to the specific needs of the student- topics, content, materials and learning activities should correspond to the cognitive and affective needs and proficiency level of the student.
Why the use of CBI? In the article, someone by the name “Dupuy” stated, “when the conditions mirror those present in first language acquisition the instruction is on meaning rather that on form.” The article also states seven whys according to Grabe and Stroller.
1. The student is exposed to considerable amount of language while learning content, where they are able to recall prior knowledge and to their needs and the activities are not meaningless.
2. The student is taught useful language embedded within the contexts rather than as isolated fragments.
3. The use of coherent context allows the student to recall prior knowledge in order to learn additional language and material.
4. The student is exposed to complex information and is involved in demanding activities which can lead to intrinsic motivation.
5. Uses a variety of strategies that can recycle information and learning tasks.
6. Allows greater flexibility and adaptability.
7. Student-Centered classroom activities.
How to use CBI? The author explains four types of approaches with CBI and I will explain in my own words each approach.
1. Immersion Education- everything is taught in the 2nd language they only time first language is used it for that course or class only; ex: Spanish in Spanish class only and English in every other subject or class.
2. Sheltered Courses- when the students with limited 2nd language are enrolled in a course apart from the native speakers and taught the content but with emphasis on the second language such as reading, writing and listening/speaking, used normally in high school or university level.
3. Adjunct Courses- a class where 2nd language learners learn what is needed in the primary subject class in order to pass it, synchronization is what the article said between two courses in order to help the 2nd language learner also used in high school and university level.
4. Theme-Based Models- where the topics of the course vary but all have one main theme in common and helps 2nd language learners with motivation and relate to their needs, also used in high school and university level but mentioned that it could be used in all levels.
The Who’s in CBI? The author mentions various authors and researchers in the field of CBI from as far back as the late 1980s until now, and from all over the world but primarily from
The author states that CBI is a new orientation within CLT (Communicative Language Teaching) and that the teacher that wants to use CBI has to motivate him/herself in order to motivate the 2nd language learner.
I like CBI but it would be hard to work with when you as a teacher do not have the support of the parents and of other teachers, always with the same excuse I do not know English, how am I going to help him/her (student) to study. We all need to sit and talk in order to be on the same page, the student’s future, long term not short term.
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