1. TOPIC 1: INTRODUCTION TO CONTENT- BASED INSTRUCTION (CBI) IN SECOND LANGUAGE ACQUISITION. DEFINITION • CBI- the integration of a particular content with language teaching aims (Brinton, Snow, & Wesche, 1989). • Underlying principle that successful language learning occurs when students are presented with target language material in a meaningful, contextualized form. 1 1

2. Focuses students’ attention on meaning – view the target language as the vehicle through which content area is learned. • Students simultaneously acquire subject matter expertise and greater proficiency in English – the medium of instruction (Raphan and Moser, 1994) 2 2

3. The language syllabus must take into account the uses the students will make of the target language • The use of “informational content which is perceived as relevant by the students boosts their motivation in language learning and promotes learning effectiveness. 3 3

4. CBI is part of an integrated approach that brings learning domains together where the language use is purposeful. 4 4

5. RATIONALE FOR CONTENT-BASED SECOND LANGUAGE INSTRUCTION • The rationales for integrating the teaching of language and content in the context of CBI are: • a) Takes into account the eventual uses students will make of the second language…bearing in mind that: “second language is learned most effectively when used as the medium to convey informational content…as compared to traditional approaches. 5 5

6. RATIONALE FOR CONTENT-BASED SECOND LANGUAGE INSTRUCTION...cont’d • b)It reflects the interests and needs of the students. • c)Applies the pedagogical principle by taking into account students existing knowledge of subject matter, academic setting and their 2nd language knowledge. 6 6

7. RATIONALE FOR CONTENT-BASED SECOND LANGUAGE INSTRUCTION...cont’d • It exposes students to authentic materials and tasks. •  taught in a contextualized manner •  students become aware of larger discourse level features, social interaction patterns, and correct grammatical functions 7 7

8. RATIONALE FOR CONTENT-BASED SECOND LANGUAGE INSTRUCTION...cont’d • Offers optimal conditions for second language acquisition. • Working in pairs or groups – they have to communicate with others to exchange information • gives students with little English a chance to practice beyond sentence level • making dialogues meaningful is essential for interest and motivation 8 8

9. Topic 2: Theme-Based Language Instruction • OVERVIEW • Theme-based language instruction refers to a language class organized around a theme or topic... • The content is exploited and its use is maximized for the teaching of skill areas (Brinton, Snow, & Wesche, 1989). 9 9

10. Topics in a theme-based instruction are chosen based on the compatibility of its context - the examples and the linguistic objectives are set in the curriculum • Authentic and relevant material must be suited to students levels of ability  develops their knowledge and experience in other subjects. 10 10

11. In a theme-based instruction, the concept revolves around: “Learning the language through content & using the language to learn” (Mohan, 1986). 11 11

12. Topic: Teacher Characteristics in a Content- Based Language Instruction • Characteristics of second language teachers who adopt a content-based approach in their teaching: • a) use the target language consistently • recognize that students are active constructors of meaning • plan the activities accordingly 12 12

13. b) provide meaningful and communicative contexts for language learning to occur c) create chances for hands on experience d) gear activities toward students interests, developmental levels, various learning styles, and needs e) emphasize comprehension in the initial stages and include reading and writing as tools 13 13

14. optimize the use of visuals and realia, provide clear e.gs, establish meaningful contexts for learning g) make tasks more interesting by: • relating tasks to those found in the general syllabus • using processes and skills in the general curriculum • practice language in communicative and problem-solving situations 14 14

15. maximize students output and provide opportunities to produce extended discourse • step out of the role as an expert teacher and be willing to learn with and from the students. 15 15