CBI - Content Based Instruction Model

CBI - Content Based Instruction Model

 Comparison to other approaches

CBI is fundamentally a curricular approach or framework, not a method. The focus of most foreign language curricula is on learning about language rather than learning to use language for meaningful communication about relevant content. CBI, in contrast, is an approach to curriculum design that seeks to reach a balance between language and content instruction with an emphasis “on using the language rather than on talking about it” (Lightbown & Spada, 1999, p. 92). This is not to say that there is never an emphasis on the language itself in CBI; on the contrary, CBI at its best integrates a focus on language in the context of content instruction. It has a “dual commitment to language- and content-learning objectives” (Stoller, 2004, p. 261). 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.