Content-Based Instruction in Language Classroom

Study Notes

Content-Based Instruction (CBI)

CBI is not just about integrating content into the language classroom, but doing it effectively.
Stoller (2002) lists eight practices for natural content integration:
- Extended input, meaningful output, and feedback on language and grasp of content
- Information gathering, processing, and reporting
- Integrated skills (using reading, writing, speaking, and listening)
- Task-based activities and project work with cooperative learning principles
- Strategy training to produce metacognitively aware strategic learners
- Visual support (e.g. images, graphic organizers, language ladders)
- Contextualized grammar instruction
- Culminating synthesis activities (knowledge displayed in writing and orally)

Principles for Content-Based Instruction

Base instructional decisions on content rather than language criteria
Integrate skills
Involve students actively in all phases of the learning process
Choose content relevant to students' lives, interests, and/or academic goals
Select authentic texts and tasks
Draw overt attention to language features

CBI Classroom Techniques and Tasks

Familiar techniques and tasks include:
- Pair and group work
- Information gap
- Jigsaw
- Graphic organizers
- Discussion and debate
- Role-play
- Survey tasks
- Process writing
- Problem-solving
- Sequencing
- Ranking
- Values clarification

Communicative Language Teaching (CLT)

Language and Communication

Communication is the activity of expressing ideas and feelings, or giving people information
Language is the system of communication in speech and writing used by people
Language is communication, and communicative acts don't always need words
Our aim is to develop the ability and skills to communicate through language

Communication in the Classroom

CLT claims that language can and should be taught through real communicative acts in real situations

Principles of Communicative Language Teaching

Principle 1: Teach communicative competence (grammatical competence + ability to use grammar appropriately)
Principle 2: Practice functions and forms in context-rich environments
Principle 3: Ensure genuine needs, genuine partners, and information gaps in the classroom
Communication is elicited by needs, partners, and information gaps

Description

Explore the effective practices for integrating content into language classrooms, as outlined by Stoller (2002). Learn about extended input, meaningful output, feedback on language, information processing, integrated skills, task-based activities, and more.