The Giving It stage of B-SLIM contains two sections; one that describes HOW the information should be

presented, and one that describes WHAT should be presented. In the WHAT to Present section, an
important aspect is the content that is being presented. However, the question of how the content is to
be presented in a language classroom must still be addressed. In this section we will examine a Content-
Based Instruction approach to language teaching, and how it can be used in the classroom.

Content-Based Instruction is an approach to language teaching that focuses not on the language itself,
but rather on what is being taught through the language; that is, the language becomes the medium
through which something new is learned. IN the CBI approach the student learns the TL by using it to
learn sme other new content. For example by studying the French Revolution while using the French
langauge. The language being learned and used is taught within the context of the content. The theory
behind CBI is that when students are engaged with more content, it will promote intrinsic motivation.
Students will be able to use more advanced thinking skills when learning new information and will focus
less on the structure of the language. This approach is very student-centered as it depends entirely on
the students’ ability to use the language.

What can be considered ‘content’?

There are many things that can be considered ‘content’; what is important is that what is being taught
or discussed through the language not be language instruction related. Aspects of the curriculum,
discussions about current events and world cultures or even general topics of interest are all valid
‘content’ options.

Imagine you are teaching the past tense to your students. Brainstorm and write down 10
'content' subjects that are related to your target language that you could use to practice this grammar
concept (i.e. Teaching about a historical event).

How can CBI be used in the language classroom?

It is not enough to simply integrate content into the language classroom, it must be done effectively.
Stoller (2002) lists eight practices that allow for natural content integration:

Extended input, meaningful output, and feedback on language and grasp of content

Information gathering, processing, and reporting

Integrated skills (using reading, writing, speaking and listening in natural classroom activities)

Task-based activities and project work, enhanced by cooperative learning principles

Strategy training (to produce more metacognitively aware strategic learners)

Visual support (ie. Images, graphic organizers, language ladders etc.)

Contextualized grammar instruction

Culminating synthesis activities (knowledge is displayed in writing and orally)