1. Content-Based Instruction Language + Content Content-Based Instruction

2. Support 1. Second Language Research 2. Training Studies 3. Educational-Cognitive Psychology 4. Program Outcomes

3. 1. CB Support from research in language acquisition

4. Crashen, Swain and CumminsLanguage is acquired incidentally through extensive exposure to second language material. Canadian and US Immersion Programs University of Ottawa Sheltered Programs

5. Vygotskian-based Concepts Negotiation in the Zone of Proximal Development

6. Cummins CALP – Cognitive Academic Learning Proficiency BICS – Basic Interpersonal Communication Skills

7. 2. Support for CBI from Training Studies

8. Cooperative Learning STAD – Student Teams-Achievement Divisions CIRC – Cooperative Integrated Reading /Composition • greater student cooperation • higher motivation • positive student attributions for learning success • better school attitudes • higher self esteem

9. Meacognitive/Learning Strategy Instruction Development of strategic learner = independent learning

10. Extensive Reading Development of content knowledge and motivation

11. 3. Support for CBI from Educational and Cognitive psychology

12. Cognitive learning theoryCALLA – Cognitive Academic Language Learning Approach Cognitive Stage – notice information Associative Stage – correction and connection Autonomous Stage – automatic performance

13. Depth of Processing Research Meaningful information = deeper processing = better learning Elaborated information is memorized easier Information related to other information is recalled better 3. Spaced study leads to better recall

14. All 5 techniques show the benefit of complexity for increased learning and motivation Need for more complex challenges Reinvestment of skills Educational supports for optimal learning

15. 4. Support from CBI Program Outcomes

16. 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

17. 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

18. 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.

19. Postsecondary Foreign Language Contexts University of Rhode Island – German/Engineering Program Eastern Michigan University – International Business Program

20. 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

21. 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

22. 7 strong rationales for CBI 1. 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 learning 3. Increased opportunities to use language and expertise they bring to class

23. 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

24. Why learn English? Why learn another language?

25. 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