Content-Based Instruction (CBI).

Content-Based Instruction is an approach to language teaching that

focuses not on the language itself, but rather on what is being taught
through the language; that is, the language becomes the medium through
which something new is learned. IN the CBI approach the student learns
the TL by using it to learn some other new content. For example, by
studying the French Revolution while using the French language. The
language being learned and used is taught within the context of the
content. The theory behind CBI is that when students are engaged with
more content, it will promote intrinsic motivation. Students will be able to
use more advanced thinking skills when learning new information and will
focus less on the structure of the language. This approach is very student-
centered as it depends entirely on the students’ ability to use the
language.

There are many things that can be considered ‘content’; what is important
is that what is being taught or discussed through the language not being
language instruction related. Aspects of the curriculum, discussions about
current events and world cultures or even general topics of interest are all
valid ‘content’ options.

Activities example:
Imagine you are teaching the past tense to your students. Brainstorm and
write down 10 'content' subjects that are related to your target language
that you could use to practice this grammar concept (i.e. Teaching about a
historical event).

It is not enough to simply integrate content into the language classroom, it

must be done effectively. Stoller (2002) lists eight practices that allow for
natural content integration:
1. Extended input, meaningful output, and feedback on language and
grasp of content
2. Information gathering, processing, and reporting
3. Integrated skills (using reading, writing, speaking, and listening in
natural classroom activities)/
4. Task-based activities and project work enhanced by cooperative
learning principles.
5. Strategy and training (to produce more metacognitively aware
strategic learners)
6. Visual support (Images, graphic organizers, language ladders etc.)
7. Contextualized grammar instrution.
8. Culminating synthesis activities (knowledge is displayed in writing
and orally)