Content-based Instruction Research Articles

A Study on the Application of CBI in College English Writing Teaching

This paper offers a brief introduction of content-based instruction (CBI) and its related studies, and discusses the application of CBI in college English writing teaching. Based on CBI and its theme-based instruction, it constructs a new mode of college English teaching. In other words, according to students’ interests and needs, teachers should concentrate on the contents and provide numerous authentic linguistic materials to improve students’ English writing proficiency and develop their writing ability.

Pedagogical Strategies and Content Knowledge of the Teacher of English for Maths in the Context of Content-Based Instruction

Teacher is a key person in teaching and learning process. The teacher must have good strategies to teach, they also have to know the goals to reach success and how they set the students realizing those goals. Besides, content knowledge is crucial owned by a teacher to create meaningful learning for students especially in Content-Based Instruction teaching and learning context. It becomes an issue once new idea to maximize the learning process and results. This study was intended to find the pedagogical strategies applied by the teacher in the teaching learning process and to know teacher‘s content knowledge, how teacher need to understand the subject matter taught. This study was carried out in English for Maths subject of Mathematics education study program IKIP PGRI Bojonegoro which involved the teacher and the students as the respondent. This study is under qualitative case study. In collecting the data, questionnaire, observation and interview were conducted to get detail information of the issues. The result reveals: 1) the teacher combines some methods such as cooperative learning, problem-based learning and task-based learning to get the students enthusiasm; 2) based on teacher‘s educational background, although the teacher graduated from Bachelor Degree of English Education but she was able to combine English teaching through mathematics content very well. It can be concluded that Teacher‘s pedagogical strategy and content knowledge is very important in the application of content-based instruction teaching and learning.

Perceived Gaps and the Use of Supplemental Materials in Postsecondary American Sign Language Curricula

In the 1990s, American Sign Language (ASL) began gaining widespread acceptance as a foreign language in higher education, but instruction, programming, teaching, and learning are still in the process of becoming mature fields. This survey study was designed to assess perceived gaps in current ASL curricula, how and to what extent instructors are supplementing the curricula, how ASL labs are implemented and to what degree supplemental lab materials are needed, and whether outcomes and standards are being applied in ASL instruction. For the future development of instructional materials, implications and recommendations are provided that follow the American Sign Language Teachers Association's Standards for Learning American Sign Language. Additionally, recommendations are made for new instructional materials to be based on research and for the implementation of integrated standards, content-based instruction, and task-based language teaching.

Content-Based Instruction of EFL and Its Effects on Learners’ Needs in China

CBI is a content-centered EFL teaching approach. It has proven to be appropriate to the needs of specific learners. The CBI programs around the world are successful and meaningful. The learners’ needs for EFL in China can be described as a pyramid with four categories: test purpose, professional purpose, communicative purpose and mastering purpose. Applying CBI to college English courses in China can improve the status of language learners’ needs for testing towards for professional and communicative purposes.

Harvard Business School (HBS) Case Method to Teaching English for Business Communication

The present research investigated the effectiveness of Harvard Business School (HBS) case method to teaching English for Business Communication in an EFL context. The HBS case method is a commonly-used approach in the field of business and management to prepare MBA students for the challenges of leadership. In contrast, in the field of English language teaching, task-based learning (TBL) focuses on doing meaningful tasks using the target language. The definitions of tasks and the rationale of TBL are first discussed and then the TBL approach and the HBS case method are compared. The pedagogical framework is underpinned by content-based instruction, business case study and task-based learning, in which each approach has its source and theories to support it. A series of independent-groups t-tests were conducted to compare the English-majoring students’ oral performance on business communication with and without the instruction of HBS case method. To find out English majors’ perception toward the business case method, questionnaires were distributed as a follow-up study. Results provide some evidence for the effect of the case method on participation. Questionnaires reflect the learners’ need for specialist knowledge as well as oral communication skills.

Revisiting the Content-Based Instruction in Language Teaching in relation with CLIL: Implementation and Outcome

The present article has reviewed literature on Content-Based Instruction (CBI) along with the Content and Language Integrated Learning (CLIL) in Language Teaching based on the recent development in the field. This includes the learning principle, factors responsible for the successful implementation of CBI/CLIL, their prospect and outcome. The paper is written based on secondary data from different articles providing exploratory account of contexts observed, paying attention to the views and practices of participants, and review papers on previous studies. The goal is to understand the aspects of CBI, its relation with CLIL, success and shortcoming resulted from the implementation in language teaching.

Effectiveness of Online Course in English Using Content-Based Instruction (CBI)

As educators realized that in order to successfully complete an academic task, second language (L2) learners have to master both English as a language form (grammar, vocabulary, etc.).There have been different approaches used in the reacquisition of mastery of the English language. One of which is the computer-based instruction. CBI is student-centered. One of its goals is to keep the interest and motives of the students by generating stimulating content instruction and materials, which can be done with the help of computers. The use of computer-based instruction in language learning serves as a tool in facilitating learning. It helps learners to progress at their own pace. This computer-based instruction can be programmed to be interactive and individualized. It can also be in the form of a stand-alone course to enhance or reinforce classroom learning. This kind of interactive learning using online activities to enhance language proficiency helps the teachers to achieve their goals in language learning and at the same time provide comprehensible input from discourse context. Though there are also limitations to this kind of learning but those limitations are expected to be addressed inside the classroom where the teacher is around. With this, research studies about CBI emerged evaluating its effectiveness. This is the second phase of our study, which is an online course using content-based instruction. It is a computer-assisted, interactive platform for English language learning, which targets language skills, such as reading, writing, and grammar using a variety of content-based materials from different sources like science, history, and social sciences. Lessons hosted were planned and developed for 1st-year students of BPSU to pave the way in achieving BPSU’s mission of making its academic offerings and its students globally competitive. The selection of reading texts used as part of the lesson was carefully written as well as adapted to suit the needs of the students. There were 10 lessons available hosted on the site for the students to try and for the researchers to evaluate the course. This was trialed for a month with the control and experimental group. The researchers would like to make an in-depth analysis on the effectiveness of the online courses in English using content-based instruction.

Some Possible Methods to Introduce Content-Based Instruction (CBI) for the Development of Communication Skills of Technical Students

<p><em>It is customary in language classrooms to upgrade the teaching methods to make it more learner-centred. Students’ attention could be drawn easily towards language learning through the content. The main objective of the present study is, to suggest possible ways to introduce content-based instruction (CBI) for the development of communication skills of technical students. The content of CBI can be teacher presentations, video sequences, guest lecture talks, relevant newspapers articles, scholarly articles, essays, informative texts, etc. Using this content, teachers can conduct student presentations, discussions, JAM sessions, role plays, note taking, summarizing, etc. An ideal content-based instruction class gives equal importance to both content and language through conversations that encourage student language use and development. Taking information from different sources, re-evaluating and restructuring that information can help students to develop very valuable thinking skills that can then be transferred to other subjects. Thus, CBI can be motivating and rewarding.</em></p>

Content Based Lesson Plans inside the English Rural Classrooms

<p class="apa">This piece of work gives account of a classroom research project done in a rural state institution in Colombia whose main purpose was to contextualize the foreign languages teaching and learning in line with the current curriculum regulations stated by the National Ministry of Education. Content-based instruction inside a rural English classroom was examined and informed. The results revealed that the content-based instruction approach was useful to integrate environmental issues with the grammar and the communicative uses of the language. Rural high school students get more motivated when they feel a stronger and real connection between the language they learn and their touching and closest reality they perceive. It was also found that applying these environmental issues in a rural scholar context caused awareness in students according to the use and importance the English as a foreign language can be imply in their social development highlighting the real relevance in their current lives. Conclusions highlight some perspectives and implications derived from the application of several lesson plans incorporating the crisis of the planet and its possible solutions as the core content.</p>

Approaches and Methods in Language Teaching (third edition)

The third edition of this popular and well-known book is an updated and easy-to-use resource for any teacher or teacher trainer who wants to discover or rediscover the principles underlying approaches and methods in language teaching. This new edition has some interesting additions. The changes are explicitly described in the ‘Introduction to the third edition’. The book is divided into four different parts. Part I, ‘Major trends in twentieth-century language teaching’, is subdivided into four different chapters. Some of the chapters included in Part II of the book, ‘Current approaches and methods’, have been expanded: Chapter 5 on Communicative Language Teaching, Chapter 6 on Content-Based Instruction and Content and Language Integrated Learning (CLIL), and Chapter 8 on Competency-Based Language Teaching, standards, and the Common European Framework of Reference. A chapter on text-based instruction has been added to this edition. Part III, ‘Alternative twentieth-century approaches and methods’, has been expanded and the chapter on Neurolinguistic Programming (NLP), part of the second edition, has been taken out from this edition. Part IV, ‘The teaching and learning environment’, a new addition, is divided into three different chapters which propose ‘current views of the roles of learners and teachers’ in the different approaches and methods, and how they ‘can be viewed in relation to the process of curriculum development’ (p. ix). This edition also includes an Appendix with a chart comparing approaches and methods, which is very clear and easy to read.

English-Science Convergence for Secondary Education as Implementing Content-based Instruction

English-Science Convergence for Secondary Education as Implementing Content-based Instruction

Conceptualizing and investigating teachers’ knowledge for integrating content and language in content-based instruction

One of the most challenging issues in all types of content-based instruction is teachers’ perceived lack of pedagogical content knowledge necessary for effective content and language integration. This is linked to a lack of adequate provision for teacher preparation in these programs. This article draws on and adapts work from the wider educational field which updates and respecifies the construct of pedagogical content knowledge. This work is used to conceptualize and provide tools for the empirical analysis of the types of knowledge required for content and language integration in the everyday tasks of teaching in content-based instruction programs. Illustrative analyses from one teacher’s practices are presented. It is argued that the combination of a conceptual, heuristic framework and grounded, situated analysis can provide a foundation for a deeper understanding of content and language integration and tools for the organization of teacher education curricula in content-based instruction programs.

Review of Reynolds (2015): Approaches to Inclusive English Classrooms: A Teacher’s Handbook for Content-Based Instruction

Review of Reynolds (2015): Approaches to Inclusive English Classrooms: A Teacher’s Handbook for Content-Based Instruction

Content-Based Instruction: Myth or Reality in the Indian Context

How to teach English as a foreign (second?) language contextually and efficiently is a matter of great concern to every teacher in India. The content-based instruction (CBI) is an approach that advocates the teaching of English through specific content with emphasis on real life issues content that would suit learners’ needs and interests. That Indian learners of English have not been able to use English as efficiently as expected proves that all earlier approaches or methods are inappropriate in the Indian context. It might perhaps be due to the fact that these approaches and methods attempt to teach English sans contents. The present study’s hypotheses are that acquisition of new knowledge is as fundamental to learning as acquisition of language (English) and that acquisition of new knowledge is a medium for acquisition of language (English). New knowledge is the hard skills in which students major for their degree. It concludes that integration of content and language presents insurmountable difficulties in Indian classroom since CBI treats language as a medium for learning content and content as a resource for learning language.

Three foreign language student teachers’ experiences with content-based instruction: exploring the identity/innovation interface

ABSTRACTFollowing Trent, J. [2014. “Innovation as Identity Construction in Language Teaching and Learning: Case Studies from Hong Kong.” Innovation in Language Learning and Teaching 8 (1): 56–78], the present study used identity as the unit of analysis for examining three foreign language student teachers’ experiences with content-based instruction (CBI) during their teacher preparation program. With teacher socialization as its primary theoretical lens, it adds to the limited amount that is currently known about traditional foreign language teachers’ identity construction, compared to other second language contexts. Analysis of a variety of data sources (including interviews, digital journals, and post-observation conferences) revealed that participants actively processed what CBI meant to them, were able to implement CBI to varying degrees in their student teaching placements, and expressed a range of aspirations for CBI in their future teaching. These findings confirm Trent, J.'s [2014. “Innovation as Identity Construction in Language Teaching and Learning: Case Studies from Hong Kong.” Innovation in Language Learning and Teaching 8 (1): 56–78] claim that student teachers require adequate implementation space for validating change-oriented identity positions if desired innovations are to take hold.

Providing Access to Academic Content for High-School Students With Significant Intellectual Disability Through Interactive Videos

There has been a slight increase in the number of studies focused on the strategies used to introduce content-based instruction to students with moderate/severe disability. However, interventions for students with significant intellectual disability (ID) are lacking adapted materials to make instruction available in all major academic areas including social studies. This multiple baseline study examined the effects of adapted videos for improving factual comprehension of non-fiction clips by four high school students with significant ID. Video adaptations included picture/word-based closed captions and interactive video searching for answers. According to the visual analyses, students performed better with adapted and interactive video clips. Furthermore, social validity interviews revealed that all students enjoyed the adapted and interactive videos and found them beneficial. Limitations and directions for future research in the area of adapted and interactive video instruction are discussed.

Approaches and Methods in Language Teaching, Third Edition

Approaches and Methods in Language Teaching, Third Edition

The effectiveness of the content based teaching approach on teaching of the rules

The aim of this research was to determine the effectiveness of the content-based teaching approach on teaching relational and procedural rules. The research was designed as a single group pretest-posttest pattern which is one of the pre-experimental design. The experimental application was carried out in Eskisehir, Turkey with 241 primary school students whose class was sixth grade. The research data was collected by Information Technologies course achievement test which is used as a pre-test, post-test, recalling test and by the Turkish version of the identifying learning strategies scale. The data was analyzed by means of the independent samples t-test, correlation analysis and regression analysis. The following conclusions were reached based on the data obtained in this research: The content-based teaching approach is an effective approach that can be used in teaching the rules. The content-based teaching, besides being effective while teaching of any rule; compared with procedural rules, it is more effective in teaching the relational rules than the procedural rules. Motivational or emotional learning strategies is an effective variable that predicts the level of rule learning. Compared with all of the learning strategies used by the students, motivational or emotional learning strategies are capable of explaining the level of learning at a rate of 6,3%.

재중동포 단기 한국어 역사 프로그램 개발을 위한 기초 연구 - 요구 분석을 중심으로 -

The aim of this study is to provide foundational material for program development of short-term Korean language and history program for Chinese Korean. For this, three kinds of needs analysis are conducted. An analysis of Korean history program in the related organizations, an analysis of text books for overseas Korean, and a questionnaire for students and teachers, which was based on a small group interview are conducted in this research. On the basis of the analysis, this study shows syllabus of three weeks Korean language and history program for Korean Chinese. The syllabus for Korean history program is designed for content-based instruction with Korean meaningful historic event mainly based on modern and contemporary history. The tasks for Korean history program includes various activities for encouraging participation such as presentation, investigation, field learning and so on.

English curriculum reform in medical universities under the background of guidelines on college English teaching

Modules and Three Stages proposed by guidelines on college English teaching that will be issued by the Ministry of Education gives direction for college English teaching. Through the investigation of the students' cognition and learning of English curriculum, combined with the teaching experiment, the new system of English curriculum, which reflects the characteristics of medical colleges and universities, has been preliminarily established, aiming at cultivating medical students' comprehensive Eng-lish abilities in medical study and career development. Considering students' language abilities in different stages, college English curriculum can be designed in three modules, that is, English for general purpose (EGP), English for academic purpose (EAP) and intercultural communication, in three stages, that is, the basic stage, the improvement stage, and the development stage. The practice shows that the new curriculum system can promote the interaction, reform and development of teachers, teaching teams and Foreign Lan-guage Department. Key words: Guidelines on college English teaching; English curriculum of medical university; Objectives at different stages; Content-based instruction