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Content Based Instruction Method Paper

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Steven Martin
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Content Based Instruction Method Paper

good

Uploaded by

Steven Martin
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
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Content based instruction method

Content-Based Instruction is a significant approach in language education.


Content based instruction is designed to provide second-language learners instruction
in content and language.
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.

Content-Based Instruction is an approach to language teaching that focuses not on the


language itself, but rather on what is being taught through the language; that is, the
language becomes the medium through which something new is learned

The focus of a content based instruction lesson is on the topic or subject


matter. During the lesson students are focused on learning about something.
This could be anything that interests them from a serious science subject to
their favorite pop star or even a topical news story or film. They learn about
this subject using the language they are trying to learn, rather than their
native language, as a tool for developing knowledge and so they develop
their linguistic ability in the target language. This is thought to be a more
natural way of developing language ability and one that corresponds more to
the way we originally learn our first language.

to prepare students to acquire the languages while


using the context of any subject matter so that students learn the language by using it
within the specific context. Rather than learning a language out of context, it is learned
within the context of a specific academic subject in which teaching is organized around
the content or information that students will acquire, rather than around a linguistic or
other type of syllabus” and this way they’ll master both language and content so...both
the language and the content are targets for learning and teaching should
build on students’ previous experience.

There are many ways to approach creating a content-based lesson but based
on several ways I tried to come up with an easy to follow step-by-step
process.
 as with any other method is obviously Preparation. This
includes choosing a subject of interest to students. You should agree on
using themes/ a topic that students find of interest. Such themes provide
sustained motivation so you pretty much tip the balance in your favor so you
you won’t lose them during the lesson. finding three or four suitable
sources that deal with different aspects of the subject is also part of the
preparatory phase. These could be websites, reference books, audio or video
of lectures or even real people.


o Divide the class into small groups and assign each group a small research
task and a source of information to use to help them fulfill the task.
o Then once they have done their research they form new groups with
students that used other information sources and share and compare their
information.
o There should then be some product as the end result of this sharing of
information which could take the form of a group report or presentation of
some kind.

. Learning language becomes automatic.


b. CBI supports contextualized learning.
c. Complex information is delivered through real life context for the students.
d. information is reiterated by strategically delivering at right time.
e. Greater flexibility in the curriculum can be deployed as the student interest.

It can make learning a language more interesting and motivating.


Students can use the language to fulfill a real purpose, which can make
students both more independent and confident. Keeping students motivated and
interested are two important factors underlying content-based
instruction. Motivation and interest are crucial in supporting student success with
challenging, informative activities that support success and which help the
student learn complex skills. When students are motivated and interested in the material
they are learning, they make greater connections between topics, elaborations with
learning material and can recall information better.

 Furthermore Students can also develop a much wider knowledge of the


world through content-based instruction which can feed back into improving
and supporting their general educational needs.
 Content based instruction is very popular among EAP (English for Academic
Purposes) teachers as it helps students to develop valuable study skills such
as note taking, summarising and extracting key information from texts.

 Moreover Taking information from different sources, re-evaluating and


restructuring that information can help students to develop very valuable
thinking skills that can then be transferred to other subjects as well.

 The inclusion of a group work element within the framework given above can
also help students to develop their collaborative skills, which can have great
social value.

Disadvantage of content instruction


a. Some students feel confused improving their language skills.
Since there is no overt role for the students’ native language and since
discussions are an inherent part of this method Particularly in monolingual
classes, the overuse of the students' native language during parts of the
lesson can be a problem. Because the lesson isn't explicitly focused on
language practice students find it much easier and quicker to use their
mother tongue. Try sharing your rationale with students and explain the
benefits of using the target language rather than their mother tongue.

Conclusion
The integration of language & content teaching is perceived as "an excellent way
of making progress in a foreign language". CBI effectively increases learners' English
language proficiency & 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.

Task -based learning offers an alternative for language teachers. In a task-based


lesson the teacher doesn't pre-determine what language will be studied, the lesson
is based around the completion of a central task and the language studied is
determined by what happens as the students complete it. So language is pretty much
acquired through use. In other words, students acquire the language they need basically when
they need it in order to accomplish the task that has been set before them. The lesson follows
certain stages as well.
The teacher introduces the topic and gives the students clear instructions on
what they will have to do at the task stage and might help the students to
recall some language that may be useful for the task. The pre-task stage can
also often include playing a recording of people doing the task. This gives
the students a clear model of what will be expected of them. The students
can take notes and spend time preparing for the task. This is the phase
where you contextualize the topic of the lesson, raise students’ interest and prepare
learners to perform the task. When preparing students to perform a task, teachers might
need to help students with both content and language. This can be done by activating
students’ general knowledge on a certain topic and by helping students anticipate the
type of language they will need to perform the task proposed. It is extremely important
that students understand the objectives of the task during this phase.

The students complete a task in pairs or groups using the language


resources that they have as the teacher monitors and offers encouragement.

So learners perform the assigned task. They are supposed to perform the task in small
groups or pairs, and use their existing knowledge of language to express themselves in
a spontaneous way. As the focus is on communication, the teacher is not supposed to
carry out extensive error correction at this stage, but should monitor and provide
support.

When students finish performing the task, they need to plan how they are going to
report it to the rest of the class or to other groups. They may rehearse and research
the language necessary in order to share the outcome of what they had done.

Students prepare a short oral or written report to tell the class what
happened during their task. They then practice what they are going to say in
their groups. Meanwhile the teacher is available for the students to ask for
advice to clear up any language questions they may have.

And there comes the reporting phase where Students then report back to
the class orally or read the written report. The teacher chooses the order of
when students will present their reports and may give the students some
quick feedback on the content. At this stage the teacher may also play a
recording of others doing the same task for the students to compare.

The teacher then highlights relevant parts from the text of the recording for
the students to analyze. They may ask students to notice interesting
features within this text. The teacher can also highlight the language that
the students used during the report phase for analysis.

Finally, the teacher selects language areas to practice based upon the needs
of the students and what emerged from the task and report phases. The
students then do practice activities to increase their confidence and make a
note of useful language.

 In all three stages they must use all their language resources rather than
just practicing one pre-selected item.
 a natural context is developed from the students' experiences with the
language that is personalized and relevant to them.
students will have a much more varied exposure to language with TBL. They
will be exposed to a whole range of lexical phrases, collocations and patterns
as well as language forms.

the language explored arises from the students' needs. This need dictates
what will be covered in the lesson rather than a decision made by the
teacher or the coursebook.

It is a strong communicative approach where students spend a lot of time


communicating.

research shows us that we cannot predict or guarantee what the students


will learn and that ultimately I think a wide exposure to language is the best
way of ensuring that students will acquire it effectively. Restricting their
experience to single pieces of target language is unnatural.

In task based instruction, tasks are a way to promote the use of authentic and genuine
language with a focus on meaning and communication. When employing this approach
to teaching, thus, teachers need to be prepared to design relevant and meaningful
tasks, adopt a number of roles in the classroom and possess the linguistic competence
to deal with emergent language and provide students with useful feedback and practice.

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