Content-Based Instruction (CBI) and Content and Language Integrated Learning (CLIL)

1. Content-Based Instruction (CBI) and Content and Language Integrated Learning (CLIL) 

2. Content-Based Instruction (CBI)

3. What is CBI? Content-Based Instruction (CBI) an approach to second language teaching in which teaching is organized around the content or information that students will acquire, rather than around a linguistic or other type of syllabus” (Richards & Rodgers, 2001, p.204). This approach focuses upon the substance or meaning of the content that is being taught. Language is utilized as the medium for teaching subject content (Mohan, 1986).

4. Content-Based Instruction (CBI) Theory of CBI no associated activities no specific techniques CBI refers to an approach rather than a method Content-Based Instruction + students’ interests students’ needs (Brinton et al., 1989)

5. Theory of CBI Stryker & Leaver (1993) knowledgeable in content areas. have such responsibility as to keep context and comprehensibility foremost in their instruction. Language teacher must select and adapt authentic materials for use in class. provide scaffolding for students’ linguistic content learning. create learner-centered classrooms.

6. Content-Based Instruction (CBI) Theory of CBI According to Richards and Rodgers (2001), "language is purposeful” (p. 208). When learners have purposes, which may be "academic, vocational, social, or recreational," and concentrate on them, they can be motivated depending on how much their interest can be in their purposes (p. 208). Language also includes the main purpose, communication. To give students comprehensible input for their purposes, teachers have to consider how teachers would be able to communicate with students in the target language.

7. Content-Based Instruction (CBI) Theory of CBI CBI promotes three theoretical foundations: Krashen's comprehensible input hypothesis, Cummins's two-tiered skill model, and cognitive learning theory, which will be explained below. Krashen (1985) explained the difference between learning and acquisition even though both terms are used to describe second language skill development, acquisition is more closely related to the process of first language development, while learning is often the case for second language development (p. 4).

8. Content-Based Instruction (CBI) Theory of CBI Cummins’s two-tiered skill model (1981) showed that students should be supposed to develop these language skills through CBI: Content-Based Instruction is used not only for teaching the target language, which is the same goal of other methods, but also for providing “a less abrupt transition before programs” (Crandall, 1995, p. 6). BICS, basic interpersonal communication skills (“the ability to converse with others and to articulate needs in the L2”) 1 CALP, cognitive academic language proficiency. (“the ability to use the L2 both to understand complex, linguistic structures, and to analyze, explore, and deconstruct the concepts presented in academic texts”) 2

9. Content-Based Instruction (CBI) Theory of CBI Cognitive learning theory, in which it is believed that learning is accumulated and developed in several stages: 11 Students progress in their learning through the stages listed above and that students require “extensive practice and feedback, as well as instruction in the use of various strategies” (Kasper, 2000, p. 5). The cognitive stage (the learners are developing the language skills through the required tasks) 1 The associative stage (they are more improved and have strengthened their skills, but still need support to accomplish the tasks) 2 The autonomous stage (they are able to “perform the tasks automatically and autonomously”) 3

10. Theory of CBI Content-Based Instruction (CBI) For example, immigrants to the US who are at young ages may be said to acquire English as a second language. They can develop the target language as their native language. Learning, on the other hand, involves adult learners such as those in ESL courses planning to enter a university in the United States. Thus, Krashen believed that learning a second language should be similar to acquisition if it is to be effective: the focus of acquisition is on meaning rather than form.

11. What is the practice of CBI? Stryker and Leaver (1993), as cited in Richards and Rodgers (2001), suggested that teachers use the following examples: Foreigner talk or modifications that make the content more understandable: modification includes simplification (e.g., use of shorter T units and clauses), well-formedness, explicitness (e.g., speaking with nonreduced pronunciation), regularization and redundancy.

12. The views above are the foundations of Content-Based Instruction, and the theoretical importance of CBI is that through CBI learners can "interact with authentic, contextualized, linguistically challenging materials in a communicative and academic context" (Richards & Rodgers, 2001, p. 4). Typically, the materials in CBI are used with the subject matter of the content course. It is recommended that “authentic” materials are identified and utilized. There are two implications of authenticity (Brinton et al., 1989). Two Columns Designed 1 The materials are similar to those used in native-language instruction. 2 The use of newspaper and magazine articles and any other media materials “that were not originally produced for language teaching purposes”.

13. Advantages and Disadvantages of CBI Disadvantages Advantages • Some students feel confused improving their language skills. 1. Learning language becomes automatic. 2. CBI supports contextualized learning. 2. Particularly in monolingual classes. 3. Complex information is delivered through real life context for the students. 3. It can be hard to find information sources. 4. Some students may copy directly from the source texts they use to get their information. 4. Greater flexibility in the curriculum can be deployed as the student interest.

14. Concerns with Content-Based Instruction (CBI) Many teachers are simply not trained in and knowledgeable of how to integrate language and content in their classrooms. 01 With the responsibility to teach both content and language, teacher often faced with a number of teaching and material-related concerns. These specifically relate to the difficulty they encounter in dealing with content as well as in finding and preparing it. 02 Students often appear to have little to no experience with the content of the topics and lack the cognitive preparation necessary to accordingly deal with it in English. 03

15. Content and Language Integrated Learning (CLIL) 

16. What is CLIL? Content and Language Integrated Learning (CLIL) The methods where ‘subjects are taught through a foreign language with dual-focussed aims, namely the learning of content, and the simultaneous learning of a foreign language’. The essence of CLIL is that content subjects are taught and learnt in a language which is not the mother tongue of the learners. CLIL provides a practical and sensible approach to both content and language learning whilst also improving intercultural understanding, and has now been adopted as a generic term covering a number of similar approaches to bilingual education in diverse educational contexts.

17. Theory of CLIL? Content and Language Integrated Learning (CLIL) Earlier notions such as ‘language across the curriculum’ and ‘language supported subject learning’ have been assimilated into CLIL, and judging by the variety and number of CLIL based projects ongoing in Europe and elsewhere, it may no longer be relevant to question which is the dominant partner in the language-content relationship (content in English or English through content). What is fundamental to CLIL is that language and content are taught and learned together in a dual-focused classroom context, and there are a number of related reasons why this might be the way forward if a bilingual or multilingual society is the goal.

18. Practice of CLIL? Content and Language Integrated Learning (CLIL) CLIL assumes that subject teachers are able to exploit opportunities for language learning. The best and most common opportunities arise through reading texts. CLIL draws on the lexical approach, encouraging learners to notice language while reading. Here is a paragraph from a text on fashion: “The miniskirt is a skirt whose hemline is high above the knees (generally 200-300 mm above knee-level). Its existence is generally credited to the fashion designer Mary Quant, who was inspired by the Mini Cooper automobile, although André Courrèges is also often cited as its inventor, and there is disagreement as to who invented it first”.

19. Practice of CLIL? Content and Language Integrated Learning (CLIL) The language to be looked at in a passage like this falls into three categories - subject specific, academic and other lexis including fixed expressions and collocations: The treatment of this lexis has the following features: • Noticing of the language by the learners • Focus on lexis rather than grammar • Focus on language related to the subject. Level and grading are unimportant • Pre-, while- and post-reading tasks are as appropriate in the subject context as in the language context.

20. Advantages of CLIL 01 Practicing the language (English) 02 Increasing English levels 03 Using language (English) in a different context 04 Learning academic vocabulary 05 Increasing score in some skills

21. Disadvantages of CLIL 01 A high level of time consumption for material preparation. Students or teachers do not have the relevant level of foreign language knowledge. 02 03 Language is not covered systematically. 04 Teachers are uncomfortable teaching other subjects.

22. What are some concern about CLIL? Other researchers, though, have expressed concern about CLIL, suggesting, for example, that learning subjects in L1 rather than L2 produces better exam results, greater progress in subject learning, better learner self-perception and self-esteem and greater classroom participation. There are also concerns that CLIL takes time from L1 learning at primary level, leaving children unsure in their mother tongue; that weaker learners are disadvantaged; and that teachers may sometimes have insufficient L2 proficiency to teach CLIL effectively.