Week 6. Content-based instruction (CBI) and Content and language integrated learning (CLIL)

CBI refers to an approach to foreign/second language teaching in which teaching is organized around the __________ and subject matter that students will acquire (history or social studies) rather than around linguistic or other types of syllabi.

content

Core principles of CBI and CLIL:

- Use the target language as a medium of ____________

- Emphasize the role of cognitive and ___________processes as the main mechanism for L2 learning.

- If there is any difference between these two approaches, such a difference is derived from their ____________ factors, but not their inherent features

instruction;

interactional;

contextual

Theory of language:

1. _______ is central in integrating language and content

2. Grammar is resource for _________content

3. Language is text- and discourse-based

4. Language use draws on integrated ______

Lexis;

communicating ;

skills

Theory of language learning

1. Comprehension is a necessary ___________ for second language learning to occur

2. ___________ of meaning plays an important role in understanding the content.

3. Learning is facilitated by ___________ feedback

4. Learning of both content and language is facilitated by dialogic talk

5. _________ knowledge is important in CBI

6. Scaffolding

condition;

Negotiation;

corrective;

Prior

Objective:

- The goals and objective of a CBI course will depend on whether mastery of ________ through a second language or mastery of _________ through content is the focus of the course.

--> Both kinds of goals are important

content;

language

Learning goals (Are they more content- or language-driven):

1. Can describe the four main stages of the typical life cycle of a butterfly

2. Can use sequential linking devices accurately in a process description

3. Can use questions, recasts or backchannels naturally and politely to maintain an informal discussion with friends or to check and confirm understanding with these interlocutors

4. Can compare and contrast between and among different methods of beef brewing across different cultures

5. Can denote the meanings of the same nonverbal expressions across different cultures and speculate what might account for such a difference

A. Content-drive

B.Language-driven

1, 4, 5 - A; 2,3 - B

Syllabus:

- In CBI, the syllabus will depend on whether it is primarily __________ driven or language driven. Certain areas of content are thought to be more effective as a basis for CBI and CLIL than others (Geography, Psychology). While for language-driven CBI courses, a _____________ sllabus may provide the core structure for the course and content used to provide an additional support for language development

- In CLIL, syllabuses will similarly depend on the ___________ to CLIL the course is based on and the group of _________ it is designed for (young, secondary, tertiary...)

content;

conventional language;

approach; learners

Types of learning and teaching activities:

Choices of learning activities depend on the ______ of the learners and their needs

age

Types of learning and teaching activities:

- Center around five dimensions:

1. Content: lessons developed around what students already ___________

2. Communication: (CLIL) students interact with each other and teachers using new language

3. Competence (CLIL): teachers think about the _______- statement they want students to make after the lesson (abt lesson content, skills, new language)

4. Community: CLIL teachers help learners relate to the world around them. S see what they learn as sth related to_________-, not a school subject

5. Cognition:

Focuses on abstract, complex and analytical questioning. Encourage students to evaluate new information and use it to develop sth new.

know;

can-do;

real world

Learners' roles:

Both CBI and CLIL require active participation from learners with a goal toward learner ____________

- Be autonomous, understand their own learning process and take charge of their own learning from the very start.

- Support each other

- Active interpreters of input

- Willing to tolerate ___________

- Explore alternative learning strategies

- Seek multiple interpretations of oral and written texts

- Be ____________of content

- Joint participants in the selection of topics and activities

autonomy;

uncertainty;

sources

Teachers' roles: (more demanding than traditionally)

Key focus: ensure students __________ the materials presented

In CBI:

- __________ with other teachers to design courses and materials

- ___________ themselves with difficult and unfamiliar content

- Develop their own courses, select and adapt authentic materials

- Become student-need analysts

- Create truly student-centered classrooms

In CLIL:

- ________ the language they use in content through a second language

understand;

Cooperate;

Familiarize;

modify

Instructional materials

- Materials play a _________ role and may be specifically designed materials

- Commercial textbooks are usually not __________so teachers have to develop and adapt existing learning resources

- Include both ____________ and adapted oral and written subject matter materials

central;

available;

authentic

Procedure

- CBI and CLIL: approach (rather than method) so no _________ techniques or lesson procedures

- Content-driven approach: procedures are used to teach ___________

-Language-driven approach: procedures are used in language courses (using communicative or text-based approach)

specific;

subject matter;