Could content-based instruction help students

learn English?

Kathleen Wade-CorralesUniversidad del Norte

• Is it necessary learn English?

• Are students motivated to learn English?

• Do you have enough time to teach English?

• In practice, do the other school subjects help in learning English and vice-versa? (interdisciplinary projects)

So, what do we do?

“[It] is most beautiful learning English with this material.”—KR

Agenda

What is CBI? Why use CBI? How can I use CBI?

What is CBI?

Definition of CBI“The concurrent study of language and subject matter, with the form and sequence of language presentation dictated by content material…”

Brinton, Snow, & Wesche (1989)

Definition of CBI“The concurrent study of language and subject matter , with the form and sequence of language presentation dictated by content material…”Brinton, Snow, & Wesche (1989)

Students do not focus on learning about English --

they learn through English.

Features of CBI1. Curriculum is based on content

• Science• Social Studies• Literature (language arts)

Features of CBI

Content Language

2. Dual objective: content & language mastery

Features of CBI

3. Use of authentic language, texts & tasks

Features of CBI

4. Meets students needs

5. Language teaching focuses on communicating meaning—not structure

Models of CBI• Sheltered • Adjunct• Theme-based• Language-Content-Task (LCT)• Skills-based

Sheltered Model

Definition Subject matter courses with an integration of language

Teachers Subject-matter teachers

Special Features

•Focus on learning content•Possible team-teaching with language professional•Used in Bilingual schools

Theme-based Model

Definition Based on topics or themes

Teachers Language teachers

Special Features

•Focus on language & content•Easily adapt to needs of learners•Easily integrated into course•Widely used in EFL

Role of Teachers• Knowledgeable about language• “Knowledgeable” about the target

content area

Educators must teach language in a way that is different from the method they would use for general English courses

What did I learn?

What do I think?

Why use CBI?

What can using CBI do for my students?

• Language gains

• Gains in subject-matter knowledge

• Increase in learner motivation

• Improvement in students’ self-confidence

• Higher self-assessment of own skills

• Positive influence on attitude towards language

• Motivates• Raises self-confidence / lower anxiety• Matches students’ interests and needs

with interesting and meaningful content • Provides real “input” and opportunities for

“output” • Facilitates content-language interaction• Activates prior knowledge

Why does CBI help learning?

And the standards?• Standards discuss using topics from other content

areas in reading from grade 6-7: – “Comprendo textos literarios, académicos y de interés

general, escritos con un lenguaje sencillo” (p. 22)

• In writing and speaking from grade 8-11:– “Produzco textos sencillos…sobre temas personales y

relacionados con otras asignaturas” (p. 25/27).– Hago exposiciones…sobre algún tema académico de mi

interés” (p 25).– Hago presentaciones orales sobre temas…relacionados con

el currículo escolar” (p. 27)

And the standards? (cont.)

• “Relacionar los contenidos temáticos de inglés con los de otras áreas” (p. 32).

• “Al leer y revisar en grupo los estándares de inglés, confirmamos que…teníamos toda la autonomía para elegir nuestros propios temas de acuerdo con el contexto…” (p.33)

What did I learn?

What do I think?

How can I use CBI?

• Is it necessary learn English? --YES

• Are students motivated to learn English? –No, but CBI can help

• Do you have enough time to teach English? – No, but working with content from other subjects can help/ interdisciplinary projects

Integrating language & content

Content-obligatory language

Content-compatible language

Content area

curriculum

Learners needs

Language curriculum

Adapted from Snow, Met & Genesse (1989)

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Implications

• Collaboration with other teachers• Interdisciplinary projects• Different way of organizing structures

– No longer “traditional order” (from simple to complex) – present tense & conditionals together???

• Curriculum must be well planned

Why would CBI be effective in Barranquilla?

• Highly efficient both lang. & content

• Helps meet the needs of the students & goals of “Colombia Bilingüe”

• Students find it more interesting, relevant, and challenging

• Teachers find it interesting to teach

• English Standards suggest it.

?

Is CBI a possibility for your school?

How can you implement CBI into your program?

Contact Information

kwade@uninorte.edu.co

Thank you!

Bibliography

• Brinton, D., Snow, M.A., Wesche, M.B. (1989). Content-based Second Language Instruction. Boston, MA: Heinle & Heinle.

• Formar en lenguas extranjeras: Ingles. (2006). Ministerio de Educación Nacional.

• Short, D.J. (1994). Expanding Middle School Horizons: Integrating Language, Culture, and Social Studies TESOL Quarterly, 28(3).

• Snow, M.A., Met, M. & Genesee, F. (1989). A conceptual Framework for the Integration of language and content in second/foreign language instruction. TESOL Quarterly, 23 (2).

Content-obligatory Language

= language required to develop, master & communicate about a content

– Structural aspects (structures, vocabulary, rhetorical devices)

– Functional aspects (study skills/language functions)

Content-compatible Language

= ask: What other language skills are compatible with the concept?

Social studies Science

• Discovery of the Americas—past tense; conditional “If Columbus were from France…”

• Science experiments—cause/effect—because; if…then clauses