Content-Based Instruction: Perspectives on Curriculum

Panning

By Fredricka L. Stoller

Presented by Sheila Cook

What is Content-Based Instruction?

Content-Based Instruction (CBI)incorporates teaching and learningstrategies that are interested in andcommitted to both language-learning andcontent-learning.

(Stoller, 2004, pp.261)

Content-Based Learning

Crandall’s study found that the following were all effective strategies to be used in CBI classrooms. Cooperative Learning Task-Based and Experimental Learning Whole Language Strategies The Use of Graphic Organizers

(Stoller, 2004, pp.262)

How does CBI Impact Learners?

Several studies have been done on content-based instruction. These various studies have found that CBI “provides a means for students to continue their academic development while also improving their language proficiency” (Stoller, 2004, pp. 262).

This is ultimately the goal of language learning. As teachers of ELLs, we strive for our students to become English proficient as well as understand the content taught in the regular education classrooms.

Global Interest in CBI

CoBaLTT Content-Based Learning Teaching throught

Technology Launched at the University of Minnesota to aid K-

16 foreign language teachers in using CBI in their classroom as well as using available technologies to support the use of CBI

ACIE American Council on Immersion Education Releases newsletters that highlight the successes

and struggles in implementing the use of CBI in immersion classrooms

(Stoller, 2004, pp.264)

Support from CBI Course Outcomes

“Students are reported to exit the courses with improved language abilities and content-area knowledge” (Stoller, 2004, pp. 264).

The Keys to CBI Success

Flexibility CBI is extremely adaptable to the needs of

individual classrooms.Teamwork

Teamwork is necessary among foreign language teachers, regular education teachers, administrators, parents, and community members.

(Stoller, 2004, pp.264)

The Keys to CBI Success

Leadership There must be a vision which is then

shared with the rest of the people who will take part in the program. Someone, or a select few, must communicate this vision and get others on board.

Shared Commitment Everyone involved must be committed “to

the program and providing foreign language education to young learners” (Stoller, 2004, pp. 265).

(Stoller, 2004, pp.265)

Issues Encountered with Middle School Mainstreaming Efforts

In a study done in 2003, Langman found that “the ESL strategies used by the teacher, although somewhat effective in conveying content, were less than effective in developing students’ academic English” (Stoller, 2004, pp. 265).

The teachers were very focused on obtaining high test scores and did not give any true language instruction.

Teachers waited for “incidental language learning opportunities” and students did not learn as much English as expected.

(Stoller, 2004, pp.265)

Challenges Teachers Face when Switching to CBI

According to Bueno’s experience The determination of course content in

response to diverse student interestsThe selection on content resources and

the designation of targeted grammar points for students with varied proficiency levels

The sequencing of structured input and output activities

(Stoller, 2004, pp.266)

Incorporating CBI in Language ClassroomsTheme Based ApproachSustained CBI

Integrating one subject area into language classes

Collaborative Interdisciplinary Team-Teaching

Bridge ProgramsModified Adjunct Models

(Stoller, 2004, pp.266-67)

Content-to-Language Emphasis Continuum “At one end of the continuum are ‘content-

driven’ approaches with strong commitments to content-learning objectives; at the other end of the continuum are ‘language driven’ approaches with strong commitments to language learning objectives, using content mainly as a springboard for language practice” (Stoller, 2004, pp. 268).

The continuum can be viewed on the following slide.

Other Models on the Continuum

CALLA Cognitive Academic Language Learning There is a commitment to content, language, and

strategy training LCT

L - target language C - content area T - tasks “Teachers are encouraged to structure their

lessons so that language, content, and tasks are dealt with individually and in interaction with one another” (Stoller, 2004, pp. 269).

Other Models on the Continuum CORI

Concept-Oriented Reading Instruction “With an emphasis on student motivation to read and to learn,

the approach involves discussions that center around content, reading goals, strategies, and learning while students are engaged with multiple informational texts” (Stoller, 2004, pp. 271).

CSR Collaborative Strategic Reading “Students work collaboratively to comprehend contnent-area

texts, the belief being that cognitive development is stimulated by social interaction” (Stoller, 2004, pp. 272).

FLAC Foreign Languages Across the Curriculum Foreign languages are used to teach

Struggles of CBT

“ESL teaching…are struggling with content for which they have not been trained, and the social studies [content area] teachers…do not believe that teaching language should be part of their responsibilities” (Stoller, 2004, pp. 274).

Empirical Studies Supporting CBI

“Immersion does not have a negative impact on students’ literacy and mathematical skills in English even though their results, confirming earlier studies, demonstrated a lag in early total immersion students’ literacy skills at grade 3” (Stoller, 2004, pp. 273).

“Students can make measurable gains in oral language skills, in terms of both fluency and accuracy, as a result of the paired classes” (Stoller, 2004, pp. 273).

Questions for Discussion

How can teachers cover all 3 LCT without watering down content? What sacrifices will have to be made?

How do teachers avoid only providing “incidental language learning opportunites” (Stoller, 2004, pp. 265) in their classrooms?

Would you use CBI in your own classroom? Why or why not?

Citations

Stoller, F. (2004). Content-based instruction: Perspectives on curriculum planning. Annual Review of Applied Linguistics, 24, 261-283.

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