Content-based Instruction Research Articles

A new approach to business Japanese instruction: Content-based instruction using business cases

A new approach to business Japanese instruction: Content-based instruction using business cases

Content-based Instruction (CBI) for the Social Future: A Recommendation for Critical Content-Based Language Instruction (CCBI)

In this article, we seek to reconceptualize content-based instruction (CBI) curricula and practices from a critical perspective. Further, we propose developing criticality as an essential component of CBI, advocating for an approach we call critical content-based instruction (CCBI). While the importance of CBI has long been recognized, previous discussions predominantly focused on its effectiveness for language learning (and content learning to a lesser degree), and overlooked its fundamental linkage and relevance to broader educational missions. In order to fully maximize the potential of CBI and envision language education as integral to the advancement of society, we argue that a critical approach to CBI should be considered. First, we lay out how CBI came to be and how it has been treated in language pedagogy. We believe CBI is indeed a suitable forum for introducing and implementing a critical perspective because of its original contribution of broadening language education to meet societal needs. Second, we provide an overview of recent discourse surrounding world language education. Based on these reviews, we lastly and most importantly delineate directions for CCBI by presenting examples and possible challenges.

Innovative College English Teaching Based on CBI

CBI (content based instruction) is widely employed in many disciplines, which attracts great focus from the scholars and college English teachers. This presentation attempts to illustrate how to conduct innovative college English teaching on the bases of the CBI. More and more Chinese students with a good knowledge of English are required with the rapid globalization. However most of the Chinese college students are good at listening and reading, while lack motivation of speaking and writing, according to which the teacher made a set of integrated innovative college English teaching patterns based on the CBI (content based instruction) from the aspects of teaching plan, material compile, classroom organization, comprehensive projects and evaluation criteria. This innovative teaching tries to motivate and inspire the students to master comprehensive college English, which has gained great popularity with students in Jilin University, whose subjective initiative, a positive factor for the learners, has been aroused and whose spoken and written English improved a lot after a semester’s cooperation with the teacher. By reviewing the theme-based model of CBI, its teaching idea, theoretical basis, and the practice of the innovative teaching, this presentation proposes some insights and advice to College English teaching. Meanwhile it tries to provide some helpful thoughts and approaches for the other disciplines’ teachers by discussing the innovative teaching effects as well as teaching problems.

Treating of Content-Based Instruction to Teach Writing Viewed from EFL Learners’ Creativity

The objectives of the research are to examine: (1) whether Content-Based Instruction is more effective than Problem-based learning to teach writing to the EFL Learners; (2) whether the EFL Learners having high creativity have better writing than those having low creativity; and (3) whether there is an interaction between teaching methods and EFL Learners’ creativity in teaching writing.The research method of this research was quasi-experimental research. The techniques of collecting data were creativity test and writing test given to the both classes. The data were analyzed by using Multifactor Analysis of Variance (ANOVA) test of 2 × 2 and Tukey test.The result of data analysis showed that: (1) Content-Based Instruction was more effective than Problem-based learning to teach writing (2) the EFL Learners having high creativity have better writing than the EFL Learners having low creativity and (3) there was an interaction between teaching methods and EFL Learners’ creativity in teaching writing. Based on the finding, it can be concluded that Content-Based Instruction was an effective method to teach writing.

The Comparative Effect of Collaborative Strategic Reading and Content-Based Instruction on EFL Learners' Reading Comprehension

The present study was an attempt to compare the effect of teaching Collaborative Strategic Reading (CSR) and Content-Based Instruction (CBI) on the reading comprehension of English as a Foreign Language (EFL) learners. To fullfill this objective, a group of 90 intermediate female EFL learners, within the age range of 17 to 19, took a piloted sample of the PET as a pre-treatment proficiency test. Sixty of them were selected as homogeneous learners and were randomly divided into two experimental groups of CSR and CBI. The CSR group receieved CSR strategy training based on Klingner, Vaughan, and Schumm's model (2001), while the CBI group receieved CBI-based strategy training, using Tsai and Shang's (2010) model. At the end of the training, another piloted PET reading test was administered as the posttest. The pre-treatment reading scores were analyzed using the Mann-Whitney U test whose results confirmed the pre-treatment homogeneity of the participants. The post-treatment scores were also analyzed using the Mann-Whitney U test whose results indicated no significant difference in the reading posttest levels of CBI and CSR groups, U = 423.5, z = -.401, p = .688, r = -.0517. The article concludes with a discussion on the results and presenting some implications.

EVALUATION OF THE OPPORTUNITIES FOR SUSTAINABILITY EDUCATION THROUGH CONTENT-BASED LEARNING IN ONLINE GERMAN CLASSES IN ECUADOR

This paper proposes to reflect on online German class as vehicle for sustainability education and evaluates the (up to now unused) opportunities language classes offer. In the last decades, modern methodology for foreign language acquisition like the communicative approach has become increasingly popular to develop linguistic abilities, focusing on content-based instruction. Standardizing documents like the CEFR (Common European Framework of Reference, 2001) are mainly based on this methodology and define fundamental competences (reading, listening, writing, speaking) and sub-competences e.g. reading a newspaper article, writing a personal letter, hold a formal conversation etc. The contents on the contrary are not defined, which allows language class to have a variety of topics that can be chosen by the teacher/tutor. The selection process of the material is, however, key to the success of the project. Foreign language learning can thus be a vehicle to education of specific topics, and hence suitable for sustainability education. The exemplified units are from a lower level (A2) and a middle level (B2). The proposed concept can be a blueprint for other language classes that decide to include sustainability education. Keywords: sustainability education, CEFR, content-based language learning, competences, German as foreign language

Integration of Three CBI Models and WeChat Mobile Learning in Business English Teaching

Content-Based Instruction (CBI) is considered effective not only in mastering language skills, but also in acquiring the content knowledge of business subjects. WeChat, a popular communicative and interactive platform, is acknowledged as a new instrument to improve verbal teaching proficiency and obtain relevant information. The integration of three major CBI models and WeChat Mobile Learning can form three applicable phases of Business English teaching, which is an innovative but challenging teaching approach for business English teaching.

NESTs’ identities in activity designs for intensive English camps at English Wonderland

Teachers’ professional identity influences the ways teachers think and teach. Research on native English speaking teachers’ (NEST) professional identity construction and development has not been widely explored. This study analyzes six NESTs’ identity in 31 lesson plans and activity designs for intensive English camps at an English Wonderland in northern Taiwan. The data analysis of document, interview, and classroom observation reveals that these lessons were topic-based and their professional identity was transformed from what they knew about learners, curriculum, and educational context into presentations that make sense to their learners. The NESTs’ professional identities and beliefs were noticeable in lessons through vocabulary selection, realia (Realia are ‘real-life objects used in the classroom to illustrate new vocabulary’.), games, multimedia, and content-based instruction using art. Five major factors affected the NESTs’ design and delivery of lesson plans.

A Study on the Teaching Effect of Content-based ESP Course for Art Design Majors

Based on the theory of Content-based Instruction, this study applies the Six-T’s approach to Art Design English course and is aimed to find out its teaching effect on student’s motivation and language competence. A comparison is made between classes that take conventional Art Design English courses and classes that take the courses designed within the theoretical framework of Content-based Instruction. The quantitative analysis proves that the Content-based teaching mode enhances students’ learning motivation and improves their language competence, thus accomplishing the purpose of Art Design English course.

The Effect of Gender on Motivation and Student Achievement in Digital Game-based Learning: A Case Study of a Contented-Based Classroom

This study attempts to probe into the impact of learners' gender on learning outcomes and motivation. A digital game focusing on the topic of emergency first aid is designed for the purpose of this present study, according to the curriculum objectives for a content-based instruction (CBI) course as part of the experiment. In the process of playing the game, learners are able to acquire both first aid knowledge and language skills at the same time. Results show that gender has no significant effect on the learning achievement, but causes significant differences in learning motivation. Learners of different genders are found to have better learning achievement through digital game-based learning. In a moderate genre digital game, female learners' motivation is significantly higher than that of male learners. The usability of the digital game in this study receives positive response from learners regardless of gender. This evaluation on usability is correlated with the findings of this study. Our analysis also demonstrates that game contents in the moderate genre reduce the effect of gender on learning achievement and motivation. Based on the above findings, this study suggests a relationship between gender and digital game-based learning and proposes avenues for further research.

Reading Strategies for the Science Subject in Upper Elementary Classes that Follow English CBI in Northern Lebanon

This article investigates instructional strategies that scaffold students’ reading comprehension of science texts in Content-Based language Instruction (CBI) settings; especially, the reading strategies that enhance comprehension of content, language and cognitive Science Process Skills (SPSs). The subjects are upper-elementary science classes in five private and public schools that follow English CBI in Northern Lebanon. We implemented observation and causal-comparative studies that use both students’ means of scores on reading assessment tests, and statistical tests of significance, to measure the effectiveness of the applied reading strategies. Results indicate that the student sample groups that used general classroom reading strategies, such as question/answer relationships and context-clue analysis, during and/or after teachers’ explanation of the lesson, have insignificant differences among means of their test scores. The student sample groups that used these strategies before the lesson’s explanation scored significantly lower averages than those that used them during and/or after. Other reading strategies, such as home reading, produced insignificant differences. The cognitive model of L2/FL acquisition and the cognitive academic language learning approach (CALLA) are used to substantiate these results.

CONTENT BASED INSTRUCTION IN TEACHING TOURISM AND ECONOMICS COURSES

Recent years in higher education system of Uzbekistan witnessed deep reforms related with increasing the quality of education, better employment of graduates, improvement of foreign languages competences and strengthening the links in the knowledge triangle. When some universities started offering specialization courses in English or other languages, problem of matching objectives of the courses with the aim of improving English language competence came to agenda. The article depicts the situation at newly created Faculty of Tourism at Bukhara State University and the use of Content-Based Instruction in finding the solution. The new faculty consists of BA and MA degrees in fields related with Tourism, Hospitality, Economics, Fine Arts etc.

Scaffolding excellence: Content-language integration and the development of Japanese ‘global leaders’

How does one develop advanced foreign language proficiency, specialized content knowledge, and a global intercultural perspective in the four short years of undergraduate study? This paper provides a descriptive case study of the Global Leaders Program, a broad-based curriculum renewal at a top-tier Japanese national university specializing in the social sciences. It focuses on content-language integration in the Faculty of Economics and the manner in which English language development is scaffolded for students through a progression from Content-based Instruction (CBI) and Content and Language Integrated Learning (CLIL) in the early years to English-medium Instruction (EMI) at advanced levels. Classroom instruction is further interwoven with multiple opportunities to apply theoretical knowledge and benchmark English proficiency through short-term field study tours and subsequent full-year student exchange experiences abroad. Following a description of the program, the paper discusses initial challenges in accommodating the additional English language instruction required by GLP and draws conclusions about a more fundamental hurdle that remains if an international excellence initiative such as the global leader’s program is to be successful in Japan. In addition, the paper offers insight about the contemporary educational practices of top-tier institutions in Japan and East Asia which may be instructive for receiving institutions that have a high intake of students from this region of the world on study abroad and longer-term student exchanges.

Integration PCK: Modeling the Knowledge(s) Underlying a World Language Teacher's Implementation of CBI

AbstractThis case study enabled researchers to understand the knowledge embedded in a world language teacher's enactment of content‐based instruction (CBI) through the lens of a theoretical model inspired by Shulman's (1987) construct of pedagogical content knowledge (PCK). The model, called integration pedagogical content knowledge (I–PCK), represents an adaptation of PCK that explicitly addresses the expanded set of content knowledge that is necessary for teachers to effectively implement CBI. Through descriptions of the participant's knowledge and experiences, the case study documents the I–PCK model in action, highlighting her strengths when integrating both academic content and world language learning and allowing specific areas that were in need of further development to be pinpointed. Findings suggest that the model can inform the work of language teacher education and professional development focused on CBI.

Teaching “Cross-cultural Communication” through Content Based Instruction: Curriculum Design and Learning Outcome from EFL Learners’ Perspectives

This study aims to investigate EFL learners’ perspectives for the effectiveness of content-based instruction in a cross-cultural communication course. The main objectives of this study are three-folds: (1) to examine students’ perspectives regarding the effectiveness of content learning; (2) to examine students’ perspectives regarding the effectiveness of language learning; and (3) to examine students’ perspectives regarding the effectiveness of cooperative learning and development of critical thinking. Sixty non-English major EFL students from a university in Northern Taiwan participated in this study. A variety of tasks such as readings of a variety of authentic texts, viewing movie and video clips, discussing in groups, and accomplishing a group project were employed to have students actively explore the subject content and concurrently work on their language skills. Students were also required to evaluate their peers’ final group project with provided evaluation criteria. Questionnaires and semi-structured interviews were conducted to explore what students were able to learn from this course and the challenges they have encountered. The results from students’ feedback revealed their positive gains in the areas of content knowledge as well as the enhanced language skills. Some perceived difficulties among students such as inability to fully comprehend the input or to produce effective output were reported and the pedagogical solutions were suggested. Other benefits such as constructive cooperative learning, enhanced critical thinking, and boosted confidence in the target language use were also reported by the learners.

Content-Based Instructionを通じての試み(12) : 文学教材を活用した指導

Content-Based Instructionを通じての試み(12) : 文学教材を活用した指導

Content-Based Instructionを通じての試み : 歌と漫画を活用した仮定法の指導

Content-Based Instructionを通じての試み : 歌と漫画を活用した仮定法の指導

THE EFFECTIVENESS OF CONTENT-BASED INSTRUCTION TO TEACH SPEAKING VIEWED FROM STUDENTS’ CREATIVITY

The objectives of the research are to examine: (1) whether Content-Based Instruction is more effective than Audio-Lingual Method to teach speaking to the third semester students of STAIN Jurai Siwo Metro in the academic year of 2012/2013; (2) whether the students having high creativity have better speaking skill than those having low creativity; and (3) whether there is an interaction between teaching methods and students’ creativity in teaching speaking. The method in this research was experimental study. It was conducted at the third semester students of STAIN Jurai Siwo Metro in the academic year of 2012/2013. The sample of the research was two classes; C consists of 40 students as an experimental class and E consists of 40 students as a control class. The sampling technique used was cluster random sampling. Each class was divided into two groups (the students having high and low creativity). The techniques of collecting data were creativity test and speaking test that were tried out to know their readability. The data were analyzed by using Multifactor Analysis of Variance (ANOVA) test of 2 x 2 and Tukey test.The result of data analysis shows that: (1) Content-Based Instruction is more effective than Audio-Lingual Method to teach speaking (2) the students having high creativity have better speaking skill than the students having low creativity and (3) there is an interaction between teaching methods and students’ creativity in teaching speaking. Based on the finding, it can be concluded that Content-Based Instruction is an effective method to teach speaking.

A STUDY OF ENGLISH READING COMPREHENSION USING CONTENT-BASED INSTRUCTION APPROACH

The purposes of this study were to investigate students’ achievement in reading comprehension taught by Content-Based Instruction (CBI) Approach and to study the attitude of students through the approach. The samples of this study were fifty of grade ten students who enrolled English course at Khowangwittayakhom School, Yasothorn. The samples were selected by a simple random sampling. The instrument used in this study consisted of ten content-based instruction lesson plans, reading pre-test and post-test, and questionnaire. The data were analyzed statistically in the form of t-test, arithmetic mean and standard deviation. The research findings as the effectiveness of English reading after using Content-Based Instruction Approach in teaching was significantly higher than before teaching at critical level 0.05 and the students’ attitude toward using Content-Based Instruction Approach was at a good level.

English medium instruction: Global views and countries in focus

In virtually every research paper on this topic we come across we read that, in the particular context that the writer is operating, English as a medium of instruction (EMI) is on the increase. But what exactly is EMI? If we consider every classroom around the world in which learners are exposed to English language as their second language (L2) we are faced with a huge variety: English as a foreign language (EFL); Immersion, English for academic purposes; English for specific purposes, English for examination purposes, Content and language integrated learning (CLIL); content-based teaching; content-based language teaching, and so on. And then we have EMI. Here at the EMI Oxford Centre we define EMI as:The use of the English language to teach academic subjects (other than English itself) in countries or jurisdictions in which the majority of the population's first language is not English.This definition was first used in Dearden (2015).