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