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    Content Based Instruction

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    Ovz Crisostomo
    The document provides an overview of a Content-Based Instruction institute focusing on integrating language and content. It discusses key aspects of CBI including sociocultural and psycholinguistic learning theories that influence CBI. Specifically, it outlines how CBI aims to develop both subject mastery and language mastery through scaffolding academic language, literacy and thinking skills.

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    Content Based Instruction

    Uploaded by

    Ovz Crisostomo
    3K views27 pages
    The document provides an overview of a Content-Based Instruction institute focusing on integrating language and content. It discusses key aspects of CBI including sociocultural and psycholinguistic learning theories that influence CBI. Specifically, it outlines how CBI aims to develop both subject mastery and language mastery through scaffolding academic language, literacy and thinking skills.

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    The document provides an overview of a Content-Based Instruction institute focusing on integrating language and content. It discusses key aspects of CBI including sociocultural and psycholinguistic learning theories that influence CBI. Specifically, it outlines how CBI aims to develop both subject mastery and language mastery through scaffolding academic language, literacy and thinking skills.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    3K views27 pages

    Content Based Instruction

    Uploaded by

    Ovz Crisostomo
    The document provides an overview of a Content-Based Instruction institute focusing on integrating language and content. It discusses key aspects of CBI including sociocultural and psycholinguistic learning theories that influence CBI. Specifically, it outlines how CBI aims to develop both subject mastery and language mastery through scaffolding academic language, literacy and thinking skills.

    Copyright:

    Attribution Non-Commercial (BY-NC)
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    of 27

    Content-Based Instruction:

    Integrating Language and


    Content
    CYPRUS SUMMER
    INSTITUTE
    June 18 – June 29, 2007

    Patricia Prinz
    Content of the Institute
    „ Broad overview of Content Based
    Instruction
    „ Pedagogical approaches
    „ Theories of learning
    „ Hands-on experiences that apply theories
    and pedagogy
    „ Reflection
    Today

    „ Overview of Content Based Instruction


    „ Effective classroom interactions
    What is content based instruction?
    Simultaneous study of
    „ Academic subject: science, math, social
    studies, literature
    „ Second or foreign language
    Goal of CBI

    „ Mastery of subject content


    „ Mastery of English
    CBI Models
    Content driven Language driven

    Total immersion Instruction in Language


    in subject Subject + Language focused
    Content theme

    Haley, M.H. &Austin, T. Y.(2004) Content-Based Second Langue Teaching and Learning. Boston: Pearson
    Orientations to Language Learning
    PHILOSOPHICAL INSTRUCTIONAL METHODS
    BASE ORIENTATION
    Expansion of intellect. GRAMMAR-BASED Grammar Translation
    Learn vocab & grammar to
    translate,
    not communicate
    Behaviorist influence; Learning EMPIRICIST Notional-Functional
    is habit formation; Lessons Approach
    based on dialogue and Audiolingual Methods
    exercises
    Applied Linguistics COMMUNICATIVE Direct Method
    Focus ion oral communication
    Orientations to Language Learning
    PHILOSOPHICAL INSTRUCTIONAL METHODS
    BASE ORIENTATION

    Applies theories of Silent Way


    „the developmental process RATIONALIST Community Language
    of L1 to L2 Learning
    „cognitive theories of Total Physical Response
    learning. Natural Approach
    CALLA

    Includes social/individual SOCIOCULTURAL Problem Posing


    psychological aspects of PSYCHOLINGUISTIC Content-Based Language
    learning and miscue analysis Teaching

    Adapted from: Freeman & Freeman, ESL/EFL Teaching: Principles for Success
    CBI Influenced by
    „ Sociocultural theory of learning

    „ Psycholinguistic theory of language


    development
    Sociocultural Theory of Learning
    Language and culture central to human development
    „ Social interaction: Learning takes place through
    interaction with a more capable adult or peer.
    „ Zone of proximal development: A level beyond
    independent functioning of the learner. The distance
    between what the student can accomplish
    independently and what he or she can accomplish with
    assistance
    „ Scaffolding: Support and assistance to permit the
    student to perform at the next level of development.
    Scaffolds are contextual, social, and temporary
    frameworks designed with a specific learning situation in
    mind. VYGOTSKY(1896-1934)
    „ V

    Vygotsky, L. S. (1962). Thought and language. Cambridge, MA: MIT Press.


    Social interaction

    Classroom interactions
    „ Teacher-student
    „ Peer-Peer
    „ Student content
    Zone of proximal development
    „ Instruction one level above students’ current
    competence in
    -Content curriculum
    -Language curriculum
    -Literacy curriculum
    -Learning strategies
    „ Based on ongoing assessment
    Scaffolding
    Support learning through:
    „ Pedagogy
    „ Teaching learning strategies
    „ Modifications to content
    „ Structure of lessons
    „ Gradual release of responsibility
    Psycholinguistic Theory
    The study of the influence of psychological
    factors on the development, use, and
    understanding of language.
    LANGUAGE Social
    •Grammar Proficiency
    •Pronunciation 2 - 3 years
    •Fluency
    •Sociolinguistic
    •Discourse Academic
    language
    •Strategic Proficiency
    •Abstract
    thinking 5 - 8 years
    •Critical thinking

    Adapted from; Cummins, J. (2000). Language, Power, ad Pedagogy. Clevedon: Multilingual Matters
    CUMMINS THEORY OF SECOND
    LANGUAGE PROFICIENCY
    Social Language Academic Language
    „ Face to Face „ Presentations
    interaction „ Abstract, theoretical
    „ Concrete „ Specialized
    „ Meaning negotiated Language and
    „ Contextualized Discourse
    „ Conversational „ Decontextualized
    „ Expository

    Cummins, J. (2000). Language, Power, ad Pedagogy. Clevedon: Multilingual Matters


    Academic Language and Literacy

    Academic language is the spectrum of words and


    phrases that help students organize and process
    core knowledge and skills in schools.

    Academic Literacy is the specific language


    demands of reading, writing and oral participation
    characteristic of particular disciplines.
    Content-Based Instruction

    „ Explicit attention to academic literacy and


    language development

    „ Subject area
    Academic Language

    „ Lexis
    „ Syntax
    „ Discourse patterns/text structure
    „ Academic language functions
    Academic Literacy
    Academic
    Reading and
    Writing

    Academic
    Content
    Thinking
    Vocabulary
    Skills

    Classroom Discussion
    Skills
    Academic Literary
    (Echevarria, Vogt, & Short, 2004)
    Preparation
    language and content objectives

    Building Background
    vocabulary development, student connections

    Comprehensible Input
    ESL techniques

    Strategies
    Metacognitive and cognitive strategies
    Academic Literary
    (Echevarria, Vogt, & Short, 2004)
    Interaction
    oral language

    Practice & Application


    practice all 4 language skills

    Lesson Delivery
    meet objectives

    Review & Assessment


    review vocabulary and concepts
    Background Knowledge
    „ Content
    „ Culture
    „ Cognitive functions
    „ Discourse community
    „ Critical Thinking
    Activating Background Knowledge
    „ Connects to students’ personal experiences

    „ Connects to past lessons

    „ Focuses on academic vocabulary


    Comprehensible Input

    „ Modifications in syntax
    „ Reduction in new vocabulary
    „ One level beyond student’s current
    language proficiency
    „ Allows student to focus on content
    CBI Institute
    „ Plenary sessions provide theoretical
    overview of these principles
    „ Interactive sessions provide opportunities
    see the principles in action and practice
    activities based on theories.
    „ Focus on elements of Academic Literacy
    (Echevarria, Vogt, & Short, 2004)
    Focus of Today’s Workshop:
    Classroom Interactions
    Designing lessons to:
    „ To maximize opportunities to use and
    practice English
    „ Focus on language of content area
    „ Structure pair and group work to keep
    students on task and interacting

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