Content-based instruction Content-Based Instruction (CBI) is a significant approach in second language acquisition (Brinton, Snow, & Wesche, 1989). CBI is designed to provide second-language learners instruction in content and language.
Historically, the word content has changed its meaning in language teaching. Content used to refer to the methods of grammar-translation, of grammar-translation, audio-lingual methodology and vocabulary or sound patterns in dialog form. Recently, content is interpreted as the use of subject matter as a vehicle for second or foreign language teaching/learning. teaching/learning. Benefits of Content Based Instruction
1. Learners are exposed to a considerable amount of language through stimulating content. Learners explore interesting content & are engaged in appropriate language-dependant activities. Learning language becomes automatic. 2. CBI supports contextualized learning; learners are taught useful language that is embedded within relevant discourse contexts rather than as isolated language fragments. Hence students make greater connections with the language & what they already know. 3. Complex information is delivered through real life context for the students to grasp well & leads to intrinsic motivation. 4. In CBI information is reiterated by strategically delivering information at right time & situation compelling the students to learn out of passion. 5. Greater flexibility & adaptability in the curriculum can be deployed as per the students interest. Comparison to other approaches
The CBI approach is comparable to English for Specific Purposes (ESP), which usually is for vocational or occupational needs or English for Academic Purposes (EAP). The goal of CBI is to prepare students to acquire the languages while using the context of any subject matter so that students learn the language by using it within the specific context. Rather than learning a language out of context, it is learned within the context of a specific academic subject. As educators realized that in order to successfully complete an academic task, second language (L2) learners have to master both English as a language form (grammar, vocabulary etc.) and how English is used in core content classes, they started to implement various approaches such as Sheltered instruction and learning to learn in CBI classes. Sheltered instruction is more of a teacher-driven approach that puts the responsibility on the teachers' shoulders. This is the case by stressing several pedagogical needs to help learners achieve their goals, such as teachers having knowledge of the subject matter, knowledge of instructional strategies to comprehensible and accessible content, knowledge of L2 learning processes and the ability to assess cognitive, linguistic and social strategies that students use to assure content comprehension while promoting English academic development .Learning to learn is more of a student-centered approach that stresses the importance of having the learners share this responsibility with their teachers. Learning to learn emphasizes the significant role that learning strategies play in the process of learning. Motivating students
Keeping students motivated and interested are two important factors underlying content-based instruction. Motivation and interest are crucial in supporting student success with challenging, informative activities that support success and which help the student learn complex skills (Grabe & Stoller, 1997). When students are motivated and interested in the material they are learning, they make greater connections between topics, elaborations with learning material and can recall information better (Alexander, Kulikowich, & Jetton, 1994:
Krapp, Hidi, & Renninger, 1992). In short, when a student is intrinsically motivated the student achieves more. This in turn leads to a perception of success, of gaining positive attributes which will continue a circular learning pattern of success and interest. Krapp, Hidi and Renninger (1992) state that, "situational interest, triggered by environmental factors, may evoke or contribute to the development of long-lasting individual interests" (p. 18). Because CBI is student centered, one of its goals is to keep students interested and motivation high by generating stimulating content instruction and materials. Active Student Involvement
Because it falls under the more general rubric of communicative language teaching (CLT), the CBI classroom is learner rather than teacher centered (Littlewood, 1981). In such classrooms, students learn through doing and are actively engaged in the learning process. They do not depend on the teacher to direct all learning or to be the source of all information. Central to CBI is the belief that learning occurs not only through exposure to the teacher's input, but also through peer input and interactions. Accordingly, students assume active, social roles in the classroom that involve interactive learning, negotiation, information gathering and the co-construction of meaning (Lee and VanPatten, 1995). Conclusion
The integration of language & content teaching is perceived by the European Commission as "an excellent way of making progress in a foreign language". CBI effectively increases learners' English language proficiency & teaches them the skills necessary for the success in various professions. With CBI, learners gradually acquire greater control of the English language, enabling them to participate more fully in an increasingly complex academic & social environment. A thematic approach to teaching and learning What is a thematic approach?
This is a way of teaching and learning, whereby many areas of the curriculum are connected together and integrated within a theme. It allows learning to be more natural and less fragmented than the way where a school day is time divided into different subject areas whereby children practice exercises frequently related to nothing other than what the teacher thinks up, as he or she writes them on the chalk board. It allows literacy to grow progressively, with vocabulary linked and with spelling and sentence writing being frequently, yet smoothly, reinforced. It guides connected ideas to follow o n easily. It is, after all, how we, as adults, learn new things. Don't we start at a point of interest and branch out from it like ripples from a stone thrown in the water? Thematic Teaching Thematic Teaching is a strategy that connects all subject areas using a common "theme". This theme serves as the focus or the binding idea in which the objectives and activities of different learning areas will be based. This provides a purpose, a link that makes learning integrated thus meaningful.
For this strategy to be effective, teachers must collaborate in order to decide a central theme that can be used to teach a lesson or a unit. Then they can decide what activities that can be included visavis with the theme. Let us have a concrete example. Supposing the theme would be, " Philippines, A Spanish Experience ". Using this
theme, the following objectives can be formulated on each s ubject: Science: Evaluate the technological advancements in the Philippines from Spanish Era up to the present Mathematics: Develop a pictograph on the duration of Spanish regime in relation to other foreign colonizers who controlled the Philippines. English: Identify infinitives by reading a selection entitled, "Philippines: 0n the Hands o f Spain" Filipino: Matukoy ang mga gamit ng pangngalan sa pagbasa ng kwentong, "Ang Buhay ni Andres" MAPEH: Maawit ang ilan sa mga kundimang umusbong sa panahon ng himagsikan Araling Panlipunan: Masuri ang pagbabagong naidulot ng pagsakop ng Kastila sa Pilipinas HELE: Makapagluto ng putaheng impluwensya ng Kastila Values Education: Express the value of freedom by writing a short credo for the country
May I reiterate that this is just an example. I just don't know which topics are taught in line with each other at a certain period of time. Nevertheless, I hope this gave you a concrete idea about thematic teaching. Generic Competency Model
Generic Competency Model is a part of integrative teaching strategies which enable students to develop "competencies". These competencies are acquired through connecting one subject from the other. Usually, generic competency model is used in Makabayan. The most common competencies being integrated are the following: personal development, social competence and work/special skills. These three skills are integrated in teaching 2 or more subjects. Also, an output or culmi nating performance is expected. For example, a certain objective in Makabayan can go like this: " Identify material and non-material culture and to affirm their importance through preparing an exhibit about the culture of the Philippines " In the above mentioned objective, the teacher can decide which competency he/she will make the students develop. If the teacher wants the 3, the better. For personal skills, students can develop their love and appreciation of their own culture. For social competence, the students can work in groups especially in preparing their culminating performance which is an exhibit. Lastly, for the work/special skills, the student can utilize their creative and artistic skills to make their exhibit appealing. Their work attitudes can also be reflected especially given a deadline and/or a criteria. The objective might be related to Social Science, however, the skills in making the exhibit can be drawn from MAPEH or HELE subjects, as well as the proper work attitudes learned from Values Education. Focusing Inquiry
This integrative teaching strategy uses questions in which the teachers guide the learners in discovering the answers. It emphasizes inquiry, the investigative process that must be developed among learners rather than on the content. This strategy is said to be in cycle. Cycle in a sense that as learners search for answers, they generate questions as well. This process will enable learners to develop higher ordered thinking skills that they can use in real life situations. The process of focusing inquiry is more of asking and asking questions. Take note however, that it is the role of the teacher to guide the learners for them to arrive to the correct answer. The steps include the following: 1. Frame focusing questions. These include drawing out prior knowledge.
2. Present information. What, Where, When, Why, How, etc 3. Connect or relate information. Evaluate, predict, infer, interpret, give meaning, etc 4. Guide learners for generalization or conclusion 5. Help learners find answers
