1. CONTENT-BASED INSTRUCTION (Saint Augustine 1980)

2. Background Content-Based Instruction is;
An approach for second or foreign language learning.
Organized around the content or information that students will acquire.
Krahnke offers that; Teaching of content or information in language teaching by using the language.

3. Topic or subject matter going to be taught.
What does content mean?
Topic or subject matter going to be taught.
Through language we can communicate.

4. The language of content area.
CBI focuses on;
The integration of language and content instruction.
The language of content area.
Using the language as a tool to acquire information.
Learner’s interests and needs.

5. In many contexts students learn language and subject matters separately.
classes
Language
classes
Language and Subject matter
But in CBI, students learn language and subject matter simultaneously.

6. CBI takes some of its theory and practice from these curriculum approaches;
Language across the Curriculum
Immersion Education
Immigrant On-Arrival Programs
Programs for Students with Limited English Proficiency
Language for Specific Purposes.

7. THE ROLE OF CONTENT IN OTHER CURRICULUM DESIGNS.
Language Accross The Curriculum.
Reading and writing in all subject areas.
Language skills –teach in content
Immersion Education.
Language: Vechile for learning content.
Immigrant On Arrival Programs.
Immigrants
Real-world content
Programs For Students With Limited English Proficiency.
Supply children with enough language competency.
Language For Specific Purposes.
Specific task or job

8. APPROACH
The term CBI is commonly used to describe approaches integrating language and content.
What is content?
The focus of CBI lesson is on the topic or subject matter

9. Language is text and discourse based.
THEORY OF LANGUAGE
Language is text and discourse based.
Language use draws on integrated skills.
Language is purposeful.

10. Several basic assumptions on learning. These are,
Language is taught together with the content rather than in isolation.
Using language as a means of acquiring information is necessary.
The information acquired must reflect learners’ interests and need.
Some content areas may be more useful as a basis for language learning.
Students are kept motivated and interested for better learning.
Teaching builds on the previous experience of the learners.
In CBI there is a mastery of subject content and related language proficiency.

11. DESIGN Objectives Language learning is in the backgroud.
Priority given to content learning.
Objectives are determined by course goals or curriculum.
An example of the objective of CBI in Berlin:
To activate and develop existing English language skills.
To acquire learning skills and strategies for future.
To develop general academic skills.
To broaden students’ understanding of English- speaking people.

12. SYLLABUS The syllabus is shaped according to the content.
Theme-based model →→ topical syllabus.
It is the organization of the Intensive Language Course at the Free University of Berlin.
1. Drugs 2. Religious Persuasion 3. Advertising 4. Britain and Race Question 5. Native Americans 6. Modern Architecture 7. Microchip Technology 8. Ecology 9. Alternative Energy 10. Nuclear Energy 11. Dracula in Myth, Noel and Films 12. Professional Ethics

13. Types of Learning and teaching activities
Active –Learning strategies
Integration of language and content
Two for one learning content and language
Variety of similar subject matter.
Maximizing opportunities to use and practice English
Activity types by Stoller (1997);
Language skills improvement
Vocabulary building
Discourse organization
Communicative interaction
Study skills
Synthesis of content materials and grammar.

14. LEARNER’S ROLE Learners are to be independent. Active interpreters.
Colloborative.
Learn by doing.
Explore alternative learning strategies.
Make different interpretations →reading,writing.
Participate in the selection of topics & activities.
Be ready for the requirements of CBI.

15. THE ROLES OF TEACHER To have knowledge about the content.
To be responsible for selecting and adopting materials.
To create learner centered classrooms.
To keep context and comprihensibility foremost.

16. The role of materials
Textbooks are contrary to the very concept of CBI.
These make language learning more successful.
Some examples of materials are; newspapers, magazines, radio and TV broadcasts etc.
Materials should;
be authentic and comprehensible.
be relevant to learners’ needs and interests.
contain the subject matter of content course.

17. CONTEMPORARY MODELS OF CONTENT BASED INTRUCTION Courses At University Level
Theme based instruction;
Syllabus is organized with themes or topics like pollution
Sheltered content instruction;
For learners of ESL who has a specific purpose.
E.g: Courses in English for business.
Adjunct language intruction;
Two linked courses: content course↔language course
Team-teach approach;
Variation on the Adjunct approach.
Skill-based approach
Focus on a specific academic skill (academic writing)

18. Courses AT the Elemantary and Secondary Level Theme Based Approach
Selected topics or themes drawn from content area.
Teacher generated materials or adopted from outside recources.
To integrate the topic into the teaching of all skills.
To assist learners in developing general academic language skills.
ADJUNCT APPROACH
Content course ↔ Language course
Linked courses will assist students in developing academic knowledge and cognitive skills that will tranfer from one dicipline to another.

19. Courses in private language Institutes
Theme-based model;
provide framework and materials for private language-school market, too.
four skills and grammar are thought in accordance with the main theme.
maintains principles for many printed EFL texts.

20. CBI is an approach not a method. No specific techniques or activities.
PROCEDURE
CBI is an approach not a method.
No specific techniques or activities.
Teaching materials & activities organized according to the program that matches with them.

21. Example for the procedures in a CBI lesson Lesson built around a film
Linguistic analyses
Preparation for film
Viewing a segment of the movie.
Discussion of the film.
Discussion of the reading.
Videotaped interview.
Preparation for articles.
Presentation of articles
Wrap-up discussion.

22. CONCLUSION Advantages of CBI
More interesting and motivating.
Real purpose.
Wider knowledge of the world.
Developing valuable thinking skills.
Developing collaborative skills.

23. Drawbacks; Teachers A lack of training in content-based instruction.
Collaboration between the language teacher and the subject matter teacher is imperative
Language proficiency of the subject matter teacher and the language teacher
Students
Limited time to achieve adequate academic level
Instructional Materials
Little material available on the market
Assessment
How to assess subject matter and language skills within the educational system