2. FOR SECOND AND FOREIGN LANGUAGE TEACHING CONTENT-BASE INSTRUCTION AND IMMERSION MODELS

3. OBJECTIVES Define the word content in relation to language learning. Identify the factors that define the different content-based models. Recognize the theories behind content-based instruction. Recognize the five different models of content- based instruction. Identify the features of each model. Recognize the different strategies of content-based teachers and content-based instructors.

4. WHAT IS CONTENT? Traditionally Content is defined as …. the communicative purposes for which speakers use the second/foreign language. There are some approaches that have different notions of what is content. e.g. -The Grammar-translation method -The Audiolingual method -The Communicative Approach -Natural Approach The Recent definition for Content is… The Use of subject matter for Second/foreign language teaching purposes.

5. MODELS OF CONTENT-BASED INSTRUCTION Models of Content-based instruction can be distinguished by different means: 1.Setting 2.Instructional level 3.The degree of emphasis on language and content

6. MODELS OF CONTENT-BASED INSTRUCTION There are five models of content-based instruction 1.Immersion Model 2.Content-Enriched Foreign language in the Elementary school 3.Theme-based Model 4.Sheltered Model 5.Adjunct Model

7. 1- IMMERSION MODEL It was established in Canada and now can be found all over North America. In the total Immersion Model, students receive the majority of their schooling through the Second/Foreign language. By the end of the elementary school, the students become functional bilingual. Second/foreign language is generally used for most of the academic instruction beginning in kindergarten or grade 1 Most Immersion programs share the same objectives.

8. 2- CONTENT-ENRICHED FOREIGN LANGUAGE IN THE ELEMENTARY SCHOOL During the 1950s and 1960s, foreign language in the elementary school (FLES) programs were widespread across the US. “Traveling teachers” meet with students for 20 to 30 minutes, several times per week for foreign language instruction. These classes focus on formal study of the foreign language. These programs were criticized for their failure in producing functional users of the foreign language.

9. CONTENT-ENRICHED FOREIGN LANGUAGE IN THE ELEMENTARY SCHOOL “content-enriched” FLES offers and updated approach to traditional FLES, in which subjects from the standard school curriculum are selected for introduction or reinforcement in the FLES class. Teachers find points of coincidence with the standard school curriculum which can be paired with the objectives of the foreign language curriculum.

10. NOTE,,  In total immersion programs, all classroom instruction is in the foreign language. On the other hand, in foreign language experience (FLEX) programs, classes may meet only once or twice a week not to develop language proficiency, but rather to introduce children to one or more foreign languages and cultures

11. 3- THEME-BASED MODEL The theme-based model is a type of content-based instruction in which selected topics or themes provide the content from which teachers extract language learning activities. This model is widely implemented in language institutions at the college or university level. (examples?) The teacher’s goal is to select topics suitable for academic English skills.

12. 4- SHELTERED MODEL Sheltered English instruction is an instructional approach that engages ELLs above the beginner level in developing content-area knowledge, academic skills, and increased English proficiency. In sheltered English classes, teachers use clear, direct, simple English. In the days when the term was first used, students were considered "sheltered" because they studied in classes separate from "the mainstream" and did not compete academically with native English speaking students (Freeman & Freeman, 1988).

13. 5- ADJUNCT MODEL The adjunct model is a content-based approach in which students are concurrently enrolled in a language class and a content course. A key feature of the adjunct models is the coordination of objectives and assignments between language and content instructors. The language class becomes content based in the sense that the students’ needs in the content class dictate the activities of the language class.

14. STRATEGIES FOR CONTENT-BASED INSTRUCTION Strategies for language teachers The focus of language learning is the mastery of the four skills (reading, writing, listening and speaking). In addition, language learning in content-based instruction is for academic success. For example, students must develop strategies for note taking, summarizing reading material, and developing study guides There are many strategies to teach the four skills.

15. STRATEGIES FOR CONTENT INSTRUCTORS The instructor is primarily concerned with delivering subject matter with the language skills needed to succeed. To do this the teacher must utilize a variety of techniques

17. Let’s summarize it