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BERNA ÖZDEMİR
EMİNE ÖZKURT
ESRA TAMER
HABİP TÜREYEN
KADİR BUĞRA YÜKSEK
CONTENT
I. Content- based Instruction
A.Introduction
a. What is CBI?
b. Types of CBI
B.Rationale for Content-based Instruc...
WHAT IS CONTENT-BASED
INSTRUCTION?
Content–based Instruction refers to
an approach to second language
teaching in which is organized
around the context or in...
«Language as a vehicle for learning content.»«Language as a vehicle for learning content.»
Howatt(1984): there are two
versions of communicative
approach :
strong form
 weak form
a strong version a weak version
give students
opportunities to practice
communication
to practice English for
communicativ...
Content-based
Instruction
Participatory
Approach
Task-based
Approach
Strong
version
CBI as a method with many faces…
Task is often used with reference to both content and
methodology..
Syllabus design and m...
CBI as particular examples of a task-based approach.
Task-based participatory
Content-based
Students would
learn the language as
a by-product of
learning.
Classroom
should focus on
communication.
The Central Principles
1.People learn L2 more succesfully
when using language as a means of
acquiring information.
2. CBI ...
TYPES OF CBI
1. Theme-based language instruction
2. Sheltered content instruction
3. Adjunt language instruction
4. Team-t...
Rationale for Content- based
Instruction
• Thought of as teaching a ‘language for specific purposes’ (LSP)
• In academic s...
• not exclusively a language program, but instead it
integrates the learning of language
• ‘language across the curriculum...
• first to establish literacy in their native
language
• second to draw on what is known about how
children learn
Thinking about
the Experience
Observations Principles
1. Studying geography through
the target language
Content and language are
targets for learning.
2...
Observations Principles
6. Fill-in the blanks exercises Vocabulary is easier to acquire
when there are contextual clues.
7...
Reviewing The
Principles
The goals of
teachers
 Master language and
content
 Encourage the
development
The role of
teacher and
students
. A good language teacher
.Knowledgeable in the subject
matter
.Be able to draw out that
...
The characteristics
of the
teaching/learning
process
Understanding authentic texts
Making meaning clear
Designing activ...
The nature of student-
teacher and student-
student interaction
 Teacher guides student
learning
 Supporting them
 Stud...
The feelings of
students
The view of
language and
cultureLanguage is
meaningful
Culture is addressed
in teaching.
Emphasized areas and
skills of language
The role of the
students’ native
language
Evaluation
Students’ errors
Teacher Preparation
 Having content and language
knowledge
 Helping teachers to
understand the rationale
 Giving teache...
Whole Language
 used with second language learners
 language to be regarded holistically rather than
pieces
 working fr...
REVIEWING
THE
TECHNIQUES
Dictogloss
 first listening is for the main idea
 the second is for details
 working with a partner or in a small group
Graphic Organizer
 visual displays
 including diagrams, tables, columns and
webs
 facilitating recall of cognitively de...
Language Experience
Approach
writing story about their life
experiences
practicing reading with the assistance
of teacher
Process writing
 brainstorming about the topic
 product-oriented’
 collect and evaluate what students have
written
 sh...
Dialogue Journals
 keeping dialogue in journals
Using journals in class or for homework
 writing a response but not cor...
CONCLUSION
Content based instruction
Content based instruction
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Content based instruction

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Content based instruction

  1. 1. BERNA ÖZDEMİR EMİNE ÖZKURT ESRA TAMER HABİP TÜREYEN KADİR BUĞRA YÜKSEK
  2. 2. CONTENT I. Content- based Instruction A.Introduction a. What is CBI? b. Types of CBI B.Rationale for Content-based Instruction C.Experience D. Thinking about the Experience E.Reviewing the Principles F.Reviewing the Techniques Conclusion
  3. 3. WHAT IS CONTENT-BASED INSTRUCTION?
  4. 4. Content–based Instruction refers to an approach to second language teaching in which is organized around the context or information that students will acquire, rather than around a linguistic or other type of syllabus. Content–based Instruction refers to an approach to second language teaching in which is organized around the context or information that students will acquire, rather than around a linguistic or other type of syllabus.
  5. 5. «Language as a vehicle for learning content.»«Language as a vehicle for learning content.»
  6. 6. Howatt(1984): there are two versions of communicative approach : strong form  weak form
  7. 7. a strong version a weak version give students opportunities to practice communication to practice English for communicative purposes entails ‘using English to learn it’ could be described as ‘ learning to use’ English
  8. 8. Content-based Instruction Participatory Approach Task-based Approach Strong version
  9. 9. CBI as a method with many faces… Task is often used with reference to both content and methodology.. Syllabus design and methodology blurred
  10. 10. CBI as particular examples of a task-based approach. Task-based participatory Content-based
  11. 11. Students would learn the language as a by-product of learning. Classroom should focus on communication.
  12. 12. The Central Principles 1.People learn L2 more succesfully when using language as a means of acquiring information. 2. CBI reflects learners’ needs for learning a second language.
  13. 13. TYPES OF CBI 1. Theme-based language instruction 2. Sheltered content instruction 3. Adjunt language instruction 4. Team-teach approach 5. Skill-based approach
  14. 14. Rationale for Content- based Instruction • Thought of as teaching a ‘language for specific purposes’ (LSP) • In academic settings, language for academic purposes • Competency-based instruction is by studying vital ‘life-coping’ or ‘survival skills’
  15. 15. • not exclusively a language program, but instead it integrates the learning of language • ‘language across the curriculum’ • teaching academic subjects, such as history or science • content and language integrated learning (CLIL) • amalgam of language learning and subject learning
  16. 16. • first to establish literacy in their native language • second to draw on what is known about how children learn
  17. 17. Thinking about the Experience
  18. 18. Observations Principles 1. Studying geography through the target language Content and language are targets for learning. 2. Asking to students about a globe Previous experience 3. Supplying the missing language in any trouble Scaffolding the linguistic content 4. Calling out the answers, writing them on the blackboard Perceiving the relevance of language use
  19. 19. Observations Principles 6. Fill-in the blanks exercises Vocabulary is easier to acquire when there are contextual clues. 7. Providing examples using present passive with lattitude and longtitude coordinates When working authentic subject, students need language support. 8Finding cities on the globe Working with meaningful, cognitively demanding language 9. Using a dictogloss, discussing its organization Learning discourse organization of academic texts
  20. 20. Reviewing The Principles
  21. 21. The goals of teachers  Master language and content  Encourage the development
  22. 22. The role of teacher and students . A good language teacher .Knowledgeable in the subject matter .Be able to draw out that knowledge from students . Students’ role is to engage content and language.
  23. 23. The characteristics of the teaching/learning process Understanding authentic texts Making meaning clear Designing activities Highlighting how language is used
  24. 24. The nature of student- teacher and student- student interaction  Teacher guides student learning  Supporting them  Students often work collaboratively
  25. 25. The feelings of students
  26. 26. The view of language and cultureLanguage is meaningful Culture is addressed in teaching.
  27. 27. Emphasized areas and skills of language The role of the students’ native language
  28. 28. Evaluation Students’ errors
  29. 29. Teacher Preparation  Having content and language knowledge  Helping teachers to understand the rationale  Giving teachers practice designing  Sheltered Instruction Observation Protocol (SIOP)  Adjunct Model  Focusing on helping the students ; such as, -Comleting academic tasks -Improving note-taking activities -Reading academic textbooks
  30. 30. Whole Language  used with second language learners  language to be regarded holistically rather than pieces  working from top-down not the bottom-up  providing content- rich curriculum  errors as part of learning  colloboration between teacher and students  zone of proximal development
  31. 31. REVIEWING THE TECHNIQUES
  32. 32. Dictogloss  first listening is for the main idea  the second is for details  working with a partner or in a small group
  33. 33. Graphic Organizer  visual displays  including diagrams, tables, columns and webs  facilitating recall of cognitively demanding content
  34. 34. Language Experience Approach writing story about their life experiences practicing reading with the assistance of teacher
  35. 35. Process writing  brainstorming about the topic  product-oriented’  collect and evaluate what students have written  shifting the emphasis in teaching writing
  36. 36. Dialogue Journals  keeping dialogue in journals Using journals in class or for homework  writing a response but not correcting form
  37. 37. CONCLUSION

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