Content-based Language Instruction

Background

Using content from other disciplines in language courses.

Specialised language courses including content relevant to a particular profession or academic discipline.

Background (cont.)

Language is not just a medium of communication but a medium of learning across the curriculum. The goal of integration is both language learning and content learning.

Content-based classrooms are not merely placed where a student learns a second language; they are places where a student gains an education.

(Mohan,1986)

‘Faces’ of content-based instruction

Marguerite Ann Snow:1. Language immersion Academic subjects are learned

through the medium of a foreign language. E.g.: Canadian Ss learn subjects in French.

‘Faces’ of content-based instruction (cont.)

2. Adjunct model: Content and language instruction have been integrated.

Ss enroll in a regular academic course. In addition, Ss take a lang. course linked to ac

ademic course. During lang. class, T focuses on helping Ss pro

cess the lang. in order to understand the academic content presented by subject T.

Lang. T helps Ss to complete academic task.(eg.: term paper, notetaking, reading..)

‘Faces’ of content-based instruction (cont.)

3. Sheltered –language instruction Both native and non-native speakers

of a particular language follow a regular academic curriculum.

To gear to Ss develop Ss’ second lang. proficiency.

Second lang. Ss do not have to postpone academic study.

‘Faces’ of content-based instruction (cont.)

Competency-based instruction Ss (immigrants) develop 2nd lang.

skill at the same time learning vital ‘life-coping/survived skills.

Whole Language Approach

Similar philosophy with content-based instruction.

Originated in classes for children of English native speakers.

Regard lang. holistically, rather than as pieces.

Ss learn best not when learning lang. piece by piece, but when they are working to understand the meaning of whole texts (top-down).

Whole Language Approach (cont.)

Ss learn the meaning of overall text before working on linguistic forms.

Purposeful use of language. Provide content-rich curriculum- lang. and

thinking are about interesting and significant content.

See errors as part of learning. As a social process, learning is best

served by collaboration between Ts and Ss or among Ss.

Example in reading- the text Ss learn to read from are based upon Ss’ life experiences.

The text is about content that is significant to the Ss.

Whole Language Approach (cont.) -Language Experience Approach

Whole Language Approach (cont.)- Process writing

Traditional writing approach: Product-orientated- T is not involved in the process of Ss’ writing.

Process writing- Ss repeated conferences w/ T& Ss to receive feedback on their writing up and revise.

Whole Language Approach (cont.) -Journal keeping

Widely practice in the Whole Lang. Approach.

Focus on the Ss’ writing. Writing journal can be the way Ss com

municate to T to express their feelings. T reads journal entry and writes a respo

nse to it but does not correct its form.