BirCan GÜZEL 08271002 Bircan guzel hotmail comtr Mersin2011 A What is Content Content is Information transmitted through a medium N ot just anything it has to actually contain information that is irreducible to nothing ID: 811232
Download The PPT/PDF document "CONTENT-BASED INSTRUCTION" is the property of its rightful owner. Permission is granted to download and print the materials on this web site for personal, non-commercial use only, and to display it on your personal computer provided you do not modify the materials and that you retain all copyright notices contained in the materials. By downloading content from our website, you accept the terms of this agreement.
Slide1
CONTENT-BASED INSTRUCTION
BirCan GÜZEL08271002Bircan_guzel@hotmail.com.tr
Mersin,2011
Slide2A. What
is «Content» ?Content is;Information transmitted through a medium.
N
ot
just anything; it has to actually contain information that is irreducible to nothing
.
It must have
meaning
.
Content is interpreted as the use of subject matter as
a vehicle
for second or foreign language learning/teaching.
Slide3It is not an approach, not a method and not a technique. It’s
an Instruction.Content Based Instruction is first used in USA, for the immigrants.
It means that it is survival.
Slide4Simply,
CBI refers to an approach emphasizing learning about something rather than learning about language.
“
T
he teaching of content or information
in the
language being learned
with little or no direct or explicit effort to
teach the language itself separately from the
content being taught
.
”
Krahnke
, as cited in
Richards & Rodgers, 2001, p. 204.
Slide5A.1.
Two central principles:People learn a second language more successfully when they use the language as a means of acquiring information, rather than as an end in itself. Content-Based Instruction better reflects learner’s needs for learning as a second language.
Slide6“In a content-based approach, students simultaneously acquire subject matter expertise and greater proficiency in English, the medium of instruction. Additionally, they learn to master skills necessary for academic success.”
D. Raphan & J. Moser: 1994
Slide7B. Theory
of Language There is no theory of language there are assumptions about the nature of language:
Slide8B.1.
Language is text and discourse based :
Slide9Language is seen as a vehicle for learning content. This indicates the centrality of linguistic entities that are longer than single sentences, because the focus of teaching is on how the meaning and information are communicated and constructed through texts and discourse. So the linguistic units are not limited to the sentence level.
Slide10B.2.
Language use draws on integrated skills:
Slide11CBI views language use as involving several skills together, because in real world the four skills are not separate from each other but tey are integrated.
Slide12B.3.
Language is purposeful:
Slide13Language is used for specific purposes. The purpose may be academic, vocational, social or recreational but it gives direction
Slide14C. Theory
of Learning
Slide15Second languages are best learned when the focus is on mastery of content rather than on mastery of language per se. Also there are additional assumptions about the theory of learning. These are:
Slide161.
People learn a second language most succesfully when the information they are acquiring is perceived as interesting, useful and leading to a desired goal.2.
Some
content areas are more
usefull
as a basis for language learning than others
Slide173.
Students learn best when instruction addresses students’ needs.4. Teaching builds on the previous experience of the learners.
Slide18Objectives
In CBI, the objectives of the course are the objectives of the content course.
Slide19Types of learning and teaching
activitiesLanguage skills improvementVocabulary buildingDiscourse organizationCommunicative interactionStudy skillsSynthesis of content materials and grammar
Slide20Learner Roles
Learners are active. Learning by doing principle is adapted.
Slide21The role of
teachersTeachers should be proficient.
Slide22The role of
materialsAny live materials can be used.
Slide23Procedure
There is no specific techniques or activities that are associated with CBI, the activities of the language class are specific to the subject being taught.
Slide24D. Advantages
Language learning becomes more interesting and motivating.CBI offer a wide educational knowledge to learners in the form of the different topics instructed. It helps students to develop valuable study skills such as note taking, summarizing
and extracting key information from texts.
Developing collaborative skills, especially when using group work, which can have great social value.
Slide25E. Disadvantages
CBI implicit language instrucion can confuse learners and may give them the impression that they are not actually learning language. Overuse of native language can be a problem in some parts of the lesson.
Finding information sources and texts that lower levels can understand can be difficult.
In a nutshell, although CBI is a challenging approach for both teachers and students, the outcome of its
implementation
can be rewarding and motivating
.
Slide26D.
How Can We Use “CBI” in “Language Teaching”?
Activities
:
For
8th
graders
Designed
by
BirCan
GÜZEL
Slide27Understanding&
Using Globes1- Write the names of seven continents
A _ _ _
_ F _ _ _
N _ _ _ _ _ _ _ R_ _ _
.
.
.
.
Slide28Write
the names of four oceansP _ _ _ _ _ _
_ N _ _ _ _
_ T _ _ _ _ _ _
_ _ _ _ _ C
Slide29What
’ a map scale?It’s used
to
calculate
the
distances
on
the
map
.
It
help
us
calculate
the
distances
on
the
map
.
.
.
.