Content-Based

Instruction
Presented by : Mouad Zerrouk and
Asmae Aarroud
Table of contents

01 02 03 04
Introduction Theories Principles Objectives

05 06 07 08
Advantages and
Methodology Activities Materials
Criticism
Introduction:
● Content-based instruction has been viewed as an enhanced version of communicative Language Teaching,
encapsulating the concept that English is used to be learned rather than learned to be used.

● Neither language nor communicative situation guides the curriculum, but the content itself.

● Content-Based Instruction refers to 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”

● CBI receives substantial support from research in second language acquisition.

 The Three Models of Content-Based
Instruction:
In Content-based language classrooms, language and content are integrated in many different ways. Snow, Wesche, and Briton
(1989) capture three primary models of CBI:

 The Theme-Based Model: Emphasizes organizing language instructions or syllabus around central themes or topics.

 The Sheltered Model: Involves providing language learners with special support and adaptations to access content.

 The Adjunct Model: Integrates language instruction with content learning, but the language is not primary.

 Despite the CBI model that is used, they all share the fact that content is the point of departure.
Theory of language:

CBI is based on several assumptions about the nature of language:

 Language is text and discourse-based

 Language use draws in integration skills

 Language is purposeful
Theory of learning:
Different assumptions are rooted to the core principle of CBI: “People learn a second language more successfully
when they use the language as a means of acquiring information, rather than as an end in itself.”:
 People learn a second language most successfully when the information they are acquiring is perceived as
interesting, useful, and leading to desired goal.
 Some content areas are more useful as basis for language learning than others.

 Students learn best when instruction addresses students’ needs.

 Teaching builds on the previous experience of the students.

Principles:

 Subject matter core

 Use of authentic texts

 Learning new information

 Appropriate to the specific needs of students

Objectives:

 To activate and develop language skills.

 To encourage the use of authentic language in meaningful context.

 To enhance content knowledge.

 Equip students with skills that can be applied beyond the classroom.

 To develop general academic skills applicable to the subject areas.

 To broaden students' understanding of the target language.

Methodology:

 Theme-Based Instruction

 Project-Based Learning ( PBL)

 Team-Teach approach

 Skills-Based approach

 Content and Language Integrated Learning (CLIL)

Activities:

 Interactive Readings.

 Jigsaw Activities.

 Collaborative Problem-Solving.

 Language Games.

 Language Focus Activities.

Materials:

 Textbooks and Academic Articles

 Authentic Reading Materials

 Documentaries and Educational Videos

 Project-Based Learning Resources

Role of the teacher:

 Motivator and Engager

 Resource Manager

 Language Facilitator

 Knowledgeable about content.

 Encourage Collaborative Learning

Role of the learner:

 Active Participant.

 Collaborator.

 Self-Directed Learner.

 Reflective Learner.
Advantages:

 The use of Authentic Materials.

 Integration of Language and Content.

 Relevance to real-world.
Criticism:

 Lack of Explicit Language Instruction

 Language Neglect.

 Lack of teacher training and resources.

 Varied Language Proficiency Levels.

 Depending on material.
Thank You
For Your
Attention