Content-Based Instruction

Language + Content

Content-Based Instruction

Support

1. Second Language Research2. Training Studies3. Educational-Cognitive Psychology4. Program Outcomes

1. CB Support from research in language acquisition

Crashen, Swain and CumminsLanguage is acquired incidentally through extensive exposure to second language material.

Canadian and US Immersion Programs

University of Ottawa Sheltered Programs

Vygotskian-based Concepts

Negotiation in the Zone of Proximal Development

Cummins

CALP – Cognitive Academic Learning Proficiency

BICS – Basic Interpersonal Communication Skills

2. Support for CBI from Training Studies

Cooperative Learning STAD – Student Teams-Achievement Divisions CIRC – Cooperative Integrated Reading /Composition

• greater student cooperationhigher motivationpositive student attributions for learning

successbetter school attitudeshigher self esteem 

Meacognitive/Learning Strategy Instruction

Development of strategic learner =

independent learning

Extensive Reading

Development of content knowledge and motivation

3. Support for CBI from Educational and Cognitive psychology

Cognitive learning theoryCALLA – Cognitive Academic Language Learning Approach

Cognitive Stage – notice informationAssociative Stage – correction and

connectionAutonomous Stage – automatic

performance

Depth of Processing ResearchMeaningful information =

deeper processing = better learning

1. Elaborated information is memorized easier

2. Information related to other information is recalled better

3. Spaced study leads to better recall

All 5 techniques show the benefit of complexity for increased learning and motivation

Need for more complex challengesReinvestment of skillsEducational supports for optimal

learning

4. Support from CBI Program Outcomes

K-12 ESL Contexts

Language minorities, Ethnic minorities, Immigrant ESL students

Middle schools / high schools -theme-based ESL programs and sheltered instruction

Secondary levels - relevant language skills and serious content instruction

ESL Immigrant School – Newcomber High School

K-12 Foreign Language Contexts

Hungary - dual-language secondary schools

Hong Kong - English immersion program for secondary school

US – 187 partial or full immersion schools

Postsecondary ESL Contexts

theme based courses sheltered courses adjunct courses

English for Specific purposes (ESP) Advanced disciplinary English for

Academic Purposes (EAP)engineering, medical lawyers, business

executives, airline mechanics, bank tellers and hotel employees.

 

Postsecondary Foreign Language Contexts

University of Rhode Island – German/Engineering Program

Eastern Michigan University – International Business Program

Language Across the Curriculum and Related Approaches

England – Reading / Writing across the curriculum

US - language/literacy instruction an objective in all classes since content is learned through language. Language skills will improve content learning.

Elementary - learning to read reading to learn

Whole language –language + content

Conclusion Language activities are specific to the subject

being taught Stimulate students to think and learn through

the target language CBI lends itself well to integrated teaching of the

4 language skills Reading requires students to understand,

interpret, and evaluate information Students can respond orally to reading and

lecture materials writing follows listening and reading students

synthesize facts from multiple sources to prepare for writing

Students learn study skills and learn many language skills preparation for future academic tasks

7 strong rationales for CBI1. exposure to a considerable

amount of language while learning content and is linked to their prior learning and relevant to their needs. Interesting content is used and students are engaged in language dependent activities

2. contextualized learning3. Increased opportunities to use

language and expertise they bring to class

4. Increased motivation / complex information leads to intrinsic motivation

5. Cooperative, apprenticeship, experiential, project-based learning

6. Flexibility can adjust class to students interests

7.  Student centered classrooms

WHY LEARN ANOTHER LANGUAGE?

Why learn English?

Grabe, W. & Stoller, F. (1997). Content-based instruction: research foundations. In Snow, A., & Brinton, A. The content-based classroom: perspectives on integrating language and content. White Plains, N.Y.: Longman.pp. 5-21.

References