1. Content + Language: Europe’s CLIL and America’s CBI
Robert J. Dickey
Korea TESOL
Gyeongju University

2. Purpose of adding content
Learning “authentic” language
Learner motivation
Always ??? topic choices consideration
Preparing for overseas studies or reading/writing international publications
46% of universities in Japan now offering content courses in FL, number is growing in Korea and across Asia

3. No agreement on definition!
Over 35 terms of art in use, including
content-based language instruction
integrated content and language learning
content-focused language learning
enhanced language learning
teaching English through content
immersion
and of course, CBI and CLIL

4. No agreement on definition!
Diversity is the definition?
How many different ways to analyze aims and orientations?
All-inclusive a good thing?
For classrooms “where a commitment has been made to content learning as well as language learning”
Various descriptive typologies

5. No agreement on focus Using content to learn English
content pre-selected
content determines language points
“content-driven language learning”?
choosing language points from content
content selected by language instructor (& students?)
language aims determine content selection?
language aims determine content use?
common source for all content materials?

6. No agreement on focus Using language to learn content
Teaching Through English, Foreign Language Medium Instruction
Total Immersion
Krashen’s version of Sheltered Subject Matter Teaching
Decisions made by -
Administrators
Departments (hosting the course)
Teachers

7. A few Types of CBI
“Subject Majors” (e.g., Sociology, History, Art, Business)
Academic Skills (EAP)
Technology (e.g., computers/Internet, watching movies/commercials/, music)
Vocational Skills
Linguistics/Literature – GRAMMAR???

8. Teaching Methods CBI does not dictate methods/ techniques/approaches
Task-based learning is a popular choice
Arguably predates Communicative Language Teaching by centuries
Not an “English Only” requirement
Does not dictate medium of instruction – distance learning, CALL, audio, video…

9. Duration of Content Sustained Content – 6 weeks + each
Thematic – multiple weeks each
Topical – multiple class hours - maybe
One-off Lessons / Learning Activities
Even simple “Classroom English”???

10. Content-learning Designs
Adjunct classes
Regular content course with NS students + language class complement
Sheltered Workshops
Content course with language learners only, simplified content or presentation
Immersion (full or partial)
Topical/Theme-based language courses

11. Content-learning Designs
Content-based design implemented at
Curriculum level
Syllabus (course) level
Lesson level
Target Language use
* Textbook * Lecture (only)
* Class discussions * Homework/Reports
* Quiz / Exam * Combinations

12. One mix of content and…

13. Content Matrix for Elementary Theme-based / Topical studies

14. Another (my) perspective…

15. Balance of content & English
Based on various factors
Possibility of intentionally “grading” the levels of content and language in a series of courses
Don’t neglect learner anxiety as a multiplier of all other issues
A “Gradient Continuum” of classes?
Content courses just one part of overall language learning program

16. Striking the Balance

17. Gradient Continuum ideas

18. www.content-english.org For More Info… Robert J. Dickey