Content-Based Instruction

CHAPTER I
INTRODUCTION
Definition of Content-Based Instruction
Based on Oxford Advanced Learner's Dictionary, content is the subject matter of a book, speech, programme, and etc. While based (when it is compounded) is containing something as an important part or feature whereas instruction is the act of teaching something to somebody. So, content-based instruction terminologically is the act of teaching something containing a particular subject matter as an important part of the teaching.
1According to Brinton, Snow and Wesche, Content-based Instruction (CBI) is the integration of content learning with language teaching aims. More specifically, it refers to the concurrent study of language and subject matter, with the form and sequence of language presentation dictated by content material. Moreover, Diane stated that Content-based Instruction integrates the learning of language with the learning of some other content, often academic subject matter.
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Further, Brown explained that Content-based Instruction is such an approach that contrasts sharply with many practices in which language skills are taught virtually in isolation from substantive content. When the language becomes medium to convey informational content of interest and relevance to the learner, then learners are pointed toward matters of intrinsic concern. Language takes its appropriate role as a vehicle for accomplishing a set of content goals.
Quite simply, Content-based Instruction (in teaching language activities) as one of the five models of integrated-skills approaches, integrates the learning of some specific subject-matter content with the learning of a second language where the overall structure in its curriculum, in contrast to many traditional language curricula, is dictated more by the nature of the subject matter than by language forms and sequences and then the second language is simply the medium to convey informational content of interest and relevance to the learner. In addition, Brown mentioned some examples of content-based curricula (in Content-based Teaching activities) like writing across the curriculum (where writing skills in secondary schools and universities are taught within subject matters areas like biology, history, art, etc.) and English for specific purposes (ESP) (e.g., for engineering, agriculture, medicine).
Besides that, Richards and Rodgers explained that Content-based Instruction is based on the rationale that people learn a second language more successfully when they use the language as a mean of acquiring information, rather than as an end in itself.
So, from the explanation above, we can conclude that Content-based Instruction is an approach in teaching language that emphasizes the integration between content in learning (subject-matter) and English language with four skills and can be applied in language learning as second or foreign language.


CHAPTER II
3EXPLANATION
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Principles of Content-Based Instruction
Content based instruction is based on two principles:
People learn a second language when they use the language to get information. This related to motivation.
It better reflects learners' needs for learning a second language. Many ESL/EFL programs focus on preparing students for academic studies or for mastering.

Characteristics of Content-Based Instruction
Content-Based Instruction refers to an approach to second language acquisition that emphasizes the importance of content in contrast to other approaches or methods which are centered around/on the language itself. As Richards and Rodgers point out, if the information delivered through the content is interesting and useful, learner should acquire the language faster.

Teacher's and Student's Role in Content-Based Instruction
Student's Role
Students are actively involved in a Content-Based classroom setting. On the one hand, they are in charge of their own learning process and their support of others and, on the other hand, they may partly choose content and activities. Being actively involved and taking responsibility in a classroom environment appears to be motivating for some though rather overwhelming to others. There are quite a few students who might feel that they cannot keep up with the work-load and quantity of new information.

Teacher's Role
Teaching the Content-Based approach necessitates a large amount of work and energy. The teacher has to fulfill several roles, such as being a good language teacher and in addition having an appropriate knowledge of the subject matter. In addition, the teacher has to choose material. If the material is not suitable enough, he has to adapt it to the learners' language level. There is, however, quite a variety of material available for teachers to use for Content-Based lessons. First of all, teachers can and should use authentic materials such as newspaper articles and advertisements.

Types of Content-Based Instruction (Model)
A variety of content-based instructional models are currently in use. Snow presented a typology of content-based models that includes theme-based model, sheltered content model, and adjunct model.
Theme-based Model
Theme-based model refers to language teaching in which the content centers on themes drawn from one academic subject (e.g., science) or from across the curriculum (the environment, nutrition, the family, etc.). Stoller and Grabe used the term "theme-based instruction" as a synonym for content-based instruction in general, claiming that "all CBI is fundamentally theme-based".
Snow, on the other hand, reserves the term for programs in which "selected topics or themes provide the content from which teachers extract language learning activities, and which are therefore driven more by language than by content.

Sheltered Model
Sheltered model is a model in which second language learners are separated or "sheltered" from native-speaking students for the purpose of academic content instruction. The focus is on presenting content in such a way that it will be comprehensible to language learners. Examples include "ESL Science" or "ESL Math" classes.

Adjunct Model
Adjunct model is a model in which students simultaneously enroll in a language course and a content course. These courses have mutually coordinated materials and assignments so that the language course supports students' learning in the content course. Second language learners may be sheltered in the language course, whereas they may be integrated with native speakers in the content course.
The adjunct model has typically been employed at the university level, where such linking or "adjunct" of courses is possible and as such it forms a part of the larger Foreign Languages across the Curriculum (FLAC) movement in U.S. universities.

Comparison to Other Approaches
The CBI approach is comparable to English for Specific Purposes (ESP), which usually is for vocational or occupational needs instead of 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.
Moreover, Brown (in Indawan Syahri, 2010) stated that the primary purpose of a course of content-based instruction, especially in its teaching language practically, is to instruct students in a subject matter area of secondary and subordinate interests is language. For example, English for Specific Purposes (ESP) at the university level that gathers engineering content issues in engineering. Because the students are ESL students, they must of course learn the material in English, which the teacher is prepared to help them with Immersion and Sheltered programs, along with programs in writing across the curriculum are similarly found.

Advantages and Disadvantages of Content-Based Instruction
Advantages
Students can also develop a much wider knowledge of the world through Content-Based Instruction which can feed back into improving and supporting their general educational needs.
It can make learning a language more interesting and motivating. Students can use the language to fulfill a real purpose, which can make students both more independent and confident.
Content-Based Instruction is very popular among ESP (English for Specific Purposes) teachers as it helps students to develop valuable study skills such as note taking, summarizing and extracting key information from texts.
Taking information from different sources, re-evaluating and restructuring that information can help students to develop very valuable thinking skills that can then be transferred to other subjects.
The inclusion of a group work element within the framework given above can also help students to develop their collaborative skills, which can have great social value.
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.

Disadvantages
Because Content-Based Instruction is not explicitly focused on language learning, some students may feel confused or may even feel that they aren't improving their language skills. Deal with this by including some form of language focused follow-up exercises to help draw attention to linguistic features within the materials and consolidate any difficult vocabulary or grammar points.
Particularly in monolingual classes, the overuse of the students' native language during parts of the lesson can be a problem. Because the lesson isn't explicitly focused on language practice students find it much easier and quicker to use their mother tongue. Try sharing your rationale with students and explain the benefits of using the target language rather than their mother tongue.
Some students may copy directly from the source texts they use to get their information. Avoid this by designing tasks that demand students evaluate the information in some ways, to draw conclusions or actually to put it to some practical use. Having information sources that have conflicting information can also be helpful as students have to decide which information they agree with or most believe.
It can be hard to find information sources and texts that lower levels can understand. Also the sharing of information in the target language may cause great difficulties. A possible way around this at lower levels is either to use texts in the students' native language and then get them to use the target language for the sharing of information and end product, or to have texts in the target language, but allow the students to present the end product in their native language. These options should reduce the level of challenge.
Inefficiency of team-teaching proposals involving language teachers and subject-matter teachers.


CHAPTER III
CONCLUSION
From the explanation above, we can conclude that Content-based instruction is an approach in teaching language that emphasizes the integration between content in learning (subject-matter) and English language with four skills and can be applied in language learning as second or foreign language. It has three principles; communication, task, and meaningfulness principle along with its characteristics. When this approach is applied in the teaching English, it has some roles for the students and the teacher. Also, it has some models; theme-based, sheltered, and adjunct model and, of course, the following advantages and disadvantages.


BIBLIOGRAPHY
H. Douglas Brown, Teaching by Principles: an Interactive Approach to Language Pedagogy, Longman: White Plains, NY, 2nd edition.
A.S. Hornby, Oxford Advanced Learner's Dictionary, New York: Oxford University Press, 2010, 8th edition.
Indawan Syahri, Teaching by Principles: An Interactive Approach to Language Pedagogy, New Jersey: Prentice Hall Regents, NY.
Diane Larsen-Freeman, Techniques and Principles in Language Teaching, Oxford: Oxford University Press, NY, 2nd edition.
M. Celce-Murcia (Ed.), Teaching English as a Second or Foreign Language, Boston: Heinle & Heinle, 2001, 3rd edition.
J. C. Richards, and T. S. Rodgers, Approaches and Methods in Language Teaching, Cambridge: Cambridge University Press, 2001, 2nd edition.
Stryker and Leaver, Content-based Instruction in Foreign Language Education, Washington DC: Georgetown University Press, 1993.
10Language Teaching Theories in http://pakdurunnes.wordpress.com/tefl/52-2/ accessed on September 25th, 2014 at 7:10 am.
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A.S. Hornby, Oxford Advanced Learner's Dictionary, (New York: Oxford University Press, 8th edition, 2010), p.106, 314, and 778.
H. Douglas Brown, Teaching by Principles: An Interactive Approach to Language Pedagogy, (Longman: White Plains, 2nd edition, NY), p.49
Diane Larsen-Freeman, Techniques and Principles in Language Teaching, (Oxford: Oxford University Press, 2nd edition, NY), p.137
H. Doughlas Brown, Loc.cit.,
Indawan Syahri, Teaching by Principles: An Interactive Approach to Language Pedagogy, (New Jersey: Prentice Hall Regents, NY), p.220
Ibid.
J. C. Richards and T. S. Rodgers, Approaches and Methods in Language Teaching, (Cambridge: Cambridge University Press, 2nd edition, 2001), p.207
Ibid.,
Ibid.,p.209
Ibid., p. 213
Ibid., p. 213-214
M. Celce-Murcia (Ed.), Teaching English as a Second or Foreign Language (Boston: Heinle & Heinle, 3rd ed., 2001), p. 303-318
W. Grabe and F. L Stoller, Content-based Instruction: Research Foundations, in M. A. Snow 1997, p. 81
M. Celce-Murcia (Ed.), Op.cit., p. 306
S. Stryker B. and Leaver, Content-based Instruction in Foreign Language Education, (Washington, DC: Georgetown University Press, 1993), p. 78
Indawan Syahri, Op.cit., p. 221
Language Teaching Theories in http://pakdurunnes.wordpress.com/tefl/52-2/ accessed on September 25th, 2014 at 7:10 am
Ibid.,
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