Content-based Language Teaching Research Articles

Analysis of Hybrid Course Integrated with Content-Based Language Teaching

Analysis of Hybrid Course Integrated with Content-Based Language Teaching

Analysis of Hybrid Course Integrated with Content-Based Language Teaching

Analysis of Hybrid Course Integrated with Content-Based Language Teaching

A transdisciplinary exploration: Reading peace education and teaching English to speakers of other languages through multiple literacies theory

Since the early 1990s peace education has increasingly informed the field of teaching English to speakers of other languages (TESOL). More recently, this transdisciplinary dialogue has found expression in approaches such as peace linguistics, peace sociolinguistics and content-based language instruction that incorporate peace-related content into language learning curricula. In this conceptual article, we aim to contribute towards the transdisciplinary possibilities generated between peace education and TESOL by reading these possibilities through the lens of the multiple literacies theory (MLT). We set out to argue that MLT offer a means to explore the connections between peace education and literacies as entangled with affective, material and discursive practices.

EMI IN INDONESIAN HIGHER EDUCATION: STAKEHOLDERS’ PERSPECTIVES

Many universities in Indonesia are striving towards becoming internationally renowned universities. Partly, they do so by making English as Medium of Instruction (EMI). The university where the study was conducted commenced EMI through its voluntary EMI programs, which lasted for four years. The discontinuation of the EMI programs was the trigger of this study. This article seeks to understand the stakeholders’ perspectives of EMI. Data were gathered from two focus group interviews involving six content-based lecturers and three policy makers in one state university which utilises EMI approach in their course delivery, and then analysed using thematic and content analysis methods. The findings demonstrate that while the stakeholders agree that mastery of English is important for their university graduates, there was a gap between policy makers’ perspectives and the articulation of the institutional policy concerning the significance of English proficiency in the department’s curriculum. Yet, the stakeholders admit that there is possibility that EMI can be implemented in several relevant departments in the university. The interviews also reveal that stakeholders consider content-based language teaching (CBLT), practised by language specialists, as the most suitable approach should EMI be implemented throughout their university. Finally, this article concludes with further EMI implications for university planning of its English language teaching.

On Blind Men, Elephants, and Immersion Programs

On the 11th and 12th of May 2017, the Official Languages and Bilingualism Institute at the University of Ottawa hosted the symposium: “Immersion in higher education: Where do we stand today?” This symposium was a wonderful opportunity to review the richness, complexity and plural dimensions associated to the concept of immersion. Indeed, the goal of the symposium was to not only mark the 10-year anniversary of the launch of the Régime d’immersion en français (RIF) at the University of Ottawa but also to bring together key stakeholders and specialists from various regions of Canada and the world to faire le point and review what has been accomplished in recent years when we refer to the application of content-based language teaching to the context of post-secondary education.

Using Content-Based Language Teaching to Develop Speaking Skills of Banjara Students at +2 Level in Telangana

Using Content-Based Language Teaching to Develop Speaking Skills of Banjara Students at +2 Level in Telangana

내용중심 교수법을 활용한 초등영어교육의 효과 : 메타분석 - 메타분석

내용중심 교수법을 활용한 초등영어교육의 효과 : 메타분석 - 메타분석

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.

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.

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).

The use of visual methods in education at various levels

In the article author consider one of the global tasks of pedagogy - improving the quality of national education at all levels through the introduction of innovative methods. It is proposed an effective and affordable way to create training materials based on advanced cloud services. The relevance of the topic is reinforced by changing needs in the context of Internationalization that affects education planning, mobility, labour market and knowledge-based societies. Changes in methodology (contentbased language teaching, digital technology, e-learning, blended learning, etc.) are attempts to rationalize the time spent on learning and to possibly satisfy individual needs. According to the paradigm of smart education, the education process and learning should be adapted to technical, cognitive, psychological, educational, professional and other needs of students, as well to the changing socio-economic environment. Received results of researches are presented as practical guidelines for using network technologies in the process of creating an interactive environment

Focus on Content-Based Language Teaching

Content-based Language Teaching (CBLT) has grown enormously in recent years, sometimes under names such as immersion, bilingual instruction, sheltered instruction, or acronyms such as EAL (English as an Additional Language), CLIL (Content and Language Integrated Learning), SEI (Structured English Immersion), etc. This book provides a timely guide through these terms and acronyms, and helps us understand the different contexts that have given rise to the different ways in which CBLT is put into practice, and the different weights that can be attached to the two component strands of CBLT: teaching a subject through a foreign language and teaching the foreign language. The book is part of Oxford University Press’ Key Concepts for the Classroom series, which aims to ‘provide accessible information about research on topics that are important to second language teachers’ (p. xi). The goal of the series is to bridge the gap for this audience between ‘how-to’ methodology texts and academic texts in order to provide a guide for ‘instructional planning, pedagogical activities, and assessment of learners’ progress’ (p. xi). This particular book is aimed at educators both new to and experienced in CBLT and aims to explore ‘the possibilities and challenges of CBLT in primary and secondary schools’ (p. 1). Its length and style help to achieve this aim: at 164 pages the book is not foreboding in length, and it is also written in a very accessible style.

The interface between task-based language teaching and content-based instruction

New technologies and ever-shifting demands on educational institutions call for innovative and interdisciplinary methods of language and content instruction. The aim of the paper is to present an interdisciplinary terminology framework and its practical implementation for teaching and research in the learning factory Smart Production Lab at the Institute of Industrial Management of FH Joanneum. In developing the proposed framework, the methodology was in alignment with content-based language instruction approaches, that have become good-practice in technical faculties around the world. In the first phase, posters and labels of technical content (components, processes, properties) were translated from German into English and used as a basis for assignments, role-play exercises and exam questions in both subjects. However, as this material was essentially analogue and not readily available, the institute needed a more extensive resource for both students and lecturers to draw upon for teaching purposes, projects, publications and student assignments. In the ensuing period, a Smart Production Lab has successfully entered operation, and hence, as an adjunct, a database of technical terminology, complete with pictures was collated by students as part of an internal research project. The goal was to make learning specialised English terminology in production technology and engineering more accessible for students, whilst also incorporating a new subject matter (i.e. Automation, 3D-printing) that is relevant to the work being conducted in the lab. The compiled data was transferred to a MySQL database, comprising over 1,000 entries. The database has a web-interface hosted on a free server, so that it can be accessed easily and also externally by students, researchers and teaching staff. The tool has the potential to grow into a large knowledge database over the coming

Content-based language teaching and further college English reform in TCM universities

English for Academic Purpose (EAP), putting more emphasis on cultivating students' ability in academic study, is an integral part of College English reform, This paper aims to explore how to carry out college English reform with the focus on EAP in universities of Traditional Chinese Medicine (TCM), proposing practical approaches under the guidance of Content-based Language Teaching (CBLT). The suggestions include further implementation of EAP, the coherence of the General English courses, the construction of college English course system, the establishment of multiple as-sessment system and the development of suitable teaching material. The purpose is to advance the ap-plication and specialty of teaching content and make College English teaching serve TCM students' needs of academic studies and future careers more effectively. Key words: TCM universities; English for Academic Purpose (EAP); Content-based Lan-guage Teaching (CBLT)

Immersion studies at the University of Ottawa: From the 1980s to the present

This article traces the history of content-based language teaching at the University of Ottawa from its early roots in sheltered and then adjunct courses in ESL and FLS to the current large-scale French Immersion Studies (FIS). It places content-based language learning at the University in the context of somewhat similar initiatives in the Canadian school situation and in some U.S. universities. The writers show how insights gained from the earlier sheltered and adjunct experiences led to development of the pedagogy and administrative support of the FIS. Issues discussed include the training and orientation of language instructors, criteria for selecting discipline professors, challenges students face and institutional support for students. They also address continuing weaknesses of the program.

Book Review: Focus on Content-Based Language Teaching

Book Review: Focus on Content-Based Language Teaching

A review of research on content-based foreign/second language education in US K-12 contexts

This review of the extant research literature focuses on research about content-based language instruction (CBI) programmes in K-12 foreign/second language education in the USA. The review emphasises studies on one-way language immersion (OWI) and two-way language immersion (TWI) programmes, which are school-based and subject matter-driven. OWI primarily targets majority-language students and TWI a combined student population of minority- and majority-language learners. Reference to the few studies on non-immersion CBI programmes in the USA is also included. This article presents a review of the research in relationship to four broad themes: student outcomes, classroom language use and development, the hidden curriculum, and teacher preparation and practice. The research review is followed by a discussion of the research methodologies and theoretical frameworks used in these studies and concluding sections that set suggestions for paths for future inquiry in four areas: student diversity, the role of English in classrooms, teacher development, and achievement research.

Focus on Content-based Language Teaching

Focus on Content-based Language Teaching

The Effect of Content-Based Language Instruction on EFL Learners' Attention, Engagement, Volunteering and Verbal Interaction

Encouraged by the increasing popularity of content-based courses in academic contexts, the present study explored the possible effects of content-based language instruction (CBLI) on 72 Iranian university students’ motivated behaviors, namely, attention, engagement, eager volunteering and verbal interaction. The participants, who took part in the study, were divided into two groups of language class (LC) and content class. The average age in both groups was 22 with almost the same language proficiency level. To gather information on the participants’ motivated behaviors in language class and content class, a modified version of COLT (Communicative Orientation of Language Teaching) and MOLT (Motivation Orientation of Language Teaching) classroom observation scheme was implemented. Each class was observed five times during the first semester of the educational year 2012-2013. The observations took place with three-weak interval between them which totally covered almost the whole semester. The analysis of scheme-based classroom observation for a whole semester revealed that the students in the content-based class paid attention, engaged in and volunteered for learning tasks and activities more than their counterparts in the language-based class did. They also had more contribution to the total verbal interaction in the classroom. In the light of the findings, this study suggests that by shifting the focus in English language classrooms from form-focused to meaning-focused, language instructors can create more opportunities for the students to participate in learning activities and remain well-motivated throughout the semester.

The Effect of Task-based Language Teaching (TBLT) and Content-based Language Teaching (CBLT) on the Iranian Intermediate ESP Learners’ Reading Comprehension

The present study investigated the impact of Task-Based Language Teaching (TBLT) and Content-Based Language Teaching (CBLT) on reading comprehension of the Iranian intermediate ESP learners. There were two groups of thirty participants in the current research: a control group (CBLT) and an experimental group (TBLT). They were chosen randomly from the students of Islamic Azad University majoring in accounting. The subjects were given a reading comprehension pre-test (reading section of TOEFL) in order to make them homogeneous regarding EFL reading comprehension at the outset. Then, in group A, reading comprehension was taught to the subjects based on the principles of TBLT. However, in group B, reading comprehension was taught to the students through CBLT. The researcher used independent samples t-test and paired samples t-test to analyze the collected data. The data analysis using paired samples t-test showed that teaching reading comprehension in both group was influential. The data analysis using independent samples t-test revealed that the subjects in TBLT group performed better on the reading comprehension post-test than CBLT group. It means that TBLT has been more effective than CBLT in teaching reading comprehension to Iranian ESP learners. Some justifications for this priority were discussed in the final section of the paper.