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