Podcast
Questions and Answers
What is a key principle of content-based instruction?
What is a key principle of content-based instruction?
Which practice allows for natural content integration in the language classroom according to Stoller (2002)?
Which practice allows for natural content integration in the language classroom according to Stoller (2002)?
Which technique is NOT mentioned as part of the CBI classroom tasks?
Which technique is NOT mentioned as part of the CBI classroom tasks?
What is one way to enhance task-based activities in the CBI classroom?
What is one way to enhance task-based activities in the CBI classroom?
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Why is it important to involve students actively in all phases of the learning process in content-based instruction?
Why is it important to involve students actively in all phases of the learning process in content-based instruction?
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What is the relationship between language and communication according to the text?
What is the relationship between language and communication according to the text?
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According to CLT, what is the primary aim of language teaching?
According to CLT, what is the primary aim of language teaching?
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In CLT, what is the significance of genuine needs, partners, and information gaps in the classroom?
In CLT, what is the significance of genuine needs, partners, and information gaps in the classroom?
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What does 'appropriateness' refer to in the context of communicative language teaching?
What does 'appropriateness' refer to in the context of communicative language teaching?
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How does CLT differ from traditional language teaching in terms of teaching methods?
How does CLT differ from traditional language teaching in terms of teaching methods?
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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
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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.
