Content-Based Instruction (CBI)

Approach to language teaching that focuses not on the

language itself, but rather on what is being taught through the
language.
Language becomes the medium through
which something new is learned.
What is Content-Based Instruction (CBI)?
In the CBI approach the student learns the TL by using it to
learn some other new content.
The theory behind CBI is that when
students are engaged with more
content, it will promote intrinsic motivation.
What is Content-Based Instruction (CBI)?
Students will be able to use
more advanced thinking skills
when learning new information
and will focus less on the
structure of the language.
What is Content-Based Instruction (CBI)?
There are many things that can be
considered content:
What is being taught or discussed.
Aspects of the curriculum, discussions
about current events and world cultures or
even general topics of interest are all valid
content options.
What can be considered content?
Students may feel confused or may even feel
that they aren't improving their language skills.
Overuse of the students' native language
during parts of the lesson can be a problem.
What are the potential problems?
Selection and sequencing.

In the Days of grammar translation approach it
was thought that certain language items such as
simple present tense were easier to acquired.

Choice of content dictates or influences the
sequencing of language items.
Base Instructional Decisions on Content
Rather than Language Criteria
Integrate Skills
Rather than isolate skills CBI practitioners use an
integrated skills approach to language teaching,
covering all four language skills as well as
grammar and vocabulary.
This reflects what happens in the real world,
where interaction involve multiple skills
simultaneously.
A lesson may begin with any skill with a focus on
grammar or vocabulary.
One
It can make learning a language more interesting and motivating. Students can use
the language to fulfil a real purpose, which can make students both more independent
and confident.
Two
Students can also develop a much wider knowledge of the world through CBI which
can feed back into improving and supporting their general educational needs.
Three
CBI 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.
Four
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.
What are the Advantages of Content-Based
Instruction?
1. Pair and Group Work
2. Information Gap
3. Jigsaw
4. Graphic Organizers
5. Discussion and Debate
6. Role-play






7. Survey and Tasks
8. Process Writing
9. Problem solving
10.Sequencing
11.Ranking
12.Values Classification
Classroom Techniques and Task

Attributes
Intonation
Fluency
confidence


Instruments
This observation was carried out by the observers using a
checklist focused on aspects such as the students confidence,
intonation, motivation and the like while using role-play activities
in class.
An interview was another instrument used to measure the
variable, in this case the professor perception on their students
attitude in terms of the use of role-play activities at INADEH.

Checklist
Objective: To Check Students Intonations, Confidence and Motivation.

1. Did the students remember all their lines?
Yes No
2. Did the students intonations were natural?
Yes No
3. Did the students show confidence while speaking in front of the class?
Yes No
4. Did the students seem motivated while performing with each other?
Yes No
5. Did the learning atmosphere arouse the interests of the learners and
facilitated the language acquisition?
Yes No
Interview for the teacher
Objective: To measure the variable, in this case the professor perception on their
students attitude in terms of the use of role-play activities at INADEH.

1. How do you think role play activities would help your students develop
communicative skills?
2. How often do you use role play activities in class with your students?
3. How would you describe the students motivation toward role play activities?
4. Would you say that there have been changes when it comes to pronunciation
and intonation on the part of the students? Explain.
5. What types of topics do you choose for the role plays?
6. How and when do you assess your students inaccuracies?
7. What is your role in the class while students are acting out a drama?

a. Facilitator b. Spectator c. Participant
Conclusion

Stoller, F.L. (2002). Content-Based Second Language Instruction: What is
it? TESOL. Retrieved July 7, 2009, from http://www.carla.umn.edu/cobaltt/CBI.html