1 CBI & Vocabulary Development Prepared by: CRUZ, Michaela Jennarine DL.

ENGL 114 READING INSTRUCTION

CONTENT-BASED INSTRUCTION (CBI)

a.) Content becomes the organizing principle; and language structures, vocabulary and functions are selected by
the teacher that are both necessary for the content and that are compatible with it.

b.) According to Brinton et al., they view the target language as the vehicle through which subject matter
content is learned rather than as the immediate object of study.

c.)Cantoni-Harvey
“When the learner’s second language is both the object and medium of instruction, the content of each
lesson must be taught simultaneously with the linguistic skills necessary for understanding it.”

d.) Content can refer or focus to academic content or content in terms of cultural themes.

e.) According to Krashen, language acquisition is the basis on input that is meaningful and comprehensible to
the learner.

f.)Input must be comprehensible to the learner and be offered in such a way as to allow multiple opportunities to
understand and use the language.

g.)According to Krashen, a second language acquisition is acquired when the focus of instruction is on meaning
rather on form; when the language input is at or just above the proficiency of the learner; when there is
sufficiency in engaging in meaningful use of that language.

h.)The importance of meaningful context in language teaching is also the underlying principle behind the Whole
Language Approach (Natural Approach).

Strategies for Content Instructors

1. Modifying Input

a. Slower (yet natural) rate of speech

b. Clear enunciation
c. Controlled vocabulary/limited initial use of idioms

2. Using Contextual Cues

a. Gestures
b. Dramatization of meaning through facial expression, pantomime, role play
c. Visuals including pictures, photographs, slides, maps, graphs, diagrams
d. Realia
e. Bulletin boards
f. Word banks
g. Building predictability into instructional routines such as opening and closing activities etc.
h. Building redundancy into lessons through repetition, restatement, and exemplification

STRATEGIES IN TEACHING READING FOR VOCABULARY DEVELOPMENT

A. Structural Analysis
- The process of breaking up word into its meaningful components: root words, affixes, and suffixes.
- The process of decoding unfamiliar words by visually examining the words to discover parts which may
lead to pronunciation and meaning.

B. Context Clue
- An instructional approach that consists of analyzing words surrounding an unknown word to determine
its meaning.
Definition Statements, Synonym, Antonym, Summary, Examples, Simile, Apposition, Groupings

C. Extensive Reading
- It supplements explicit vocabulary instruction because all the words encountered in print are impossible
to include in teaching.
2 CBI & Vocabulary Development Prepared by: CRUZ, Michaela Jennarine DL.
ENGL 114 READING INSTRUCTION

CONDITIONS FOR EXTENSIVE READING, THOUGH WE CAN EXPECT THAT TEACHERS CAN
PURSUE ONLY A SUBSET OF THEM:
1. Provide time period for silent reading in every class session
2. Create opportunities for all types of reading
3. Find out what students like to read and why
4. Make interesting, attractive, and level-appropriate reading materials available
5. Keep records of the amounts of extensive reading completed by students
6. Read interesting materials aloud to students on consistent basis
7. Visit the school library regularly and set aside time for browsing and reading
8. Create a reading lab and designate time for lab activities

D. Pleasure Reading

Farrel, T.S.C., 2002

Another way of making students read, but the materials or selection that they have brought are for
themselves or for sharing friends and classmates. Or it may be a selection chosen by the teacher, but for the
purposes of making students develop for reading

REFERENCES:

Module. (n.d.). Language Skill: Reading.

Module. (n.d.). Content-Based Instruction.