Content-based Instruction


Content-based instruction

By: Tijmen, Fabiënne, Yvonne and Marloes
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Slide 1: Slide
EngelsMiddelbare schoolvwoLeerjaar 3

This lesson contains 31 slides, with interactive quizzes, text slides and 1 video.

time-iconLesson duration is: 50 min

Items in this lesson


Content-based instruction

By: Tijmen, Fabiënne, Yvonne and Marloes

Slide 1 - Slide

Today's agenda:
  • Theoretical framework
  • Comprehension check
  • Practical application
  • Class/group discussion

The theory will be explained and questions will be asked in between the display of this theoretical framework

Slide 2 - Slide

We want you to behave as if ...
  • you are a third-year pupil in a vwo class
  • we are your new teachers 
  • this is the first day you are being taught about this topic

Slide 3 - Slide

  • Form of CLT
  • Strong version (''using English to learn it'')
  • Priority to communicating
  • Teaching through communication rather than for it
  • Learn to communicate by communicating -> the destination and the route become one and the same

Slide 4 - Slide

Is CBI a weak or a strong version of CLT?

Slide 5 - Quiz

Which of these statements is false?
CBI gives priority to communicating
CBI teaches through communication, rather than for it
CBI focuses on grammar
The destination and the route become the same

Slide 6 - Quiz

Can you think of an example of this methodology (CBI) in the Netherlands?

Slide 7 - Open question

Example of use of CBI in 
the Netherlands:

When first reading this chapter, you might think: 'Okay, so how does this come to practice?'

We all know bilingual education. This is a perfect example of Content-Based Instruction. Here, the English language becomes a tool to understand the content.

Slide 8 - Slide

The Principles Reviewed
The next slides will contain:
  • principles briefly explained
  • comprehension questions

Slide 9 - Slide

What are the goals of teachers who use CBI?

  • for the students to master both language and content
  • they do this by finding general interests of the pupils

Slide 10 - Slide

What would be good examples to use as content in CBI when teaching?
academic subject
themes of general interest (current events or hobbies)
you just pick a topic that the pupils might find interesting
you talk about something you like

Slide 11 - Quiz

What is the role of the teacher? What is the role of the students?

Teacher: Sets clear learning objectives for both content and language, then creates activities (scaffolding the language needed for study of the content).

Students: Engage actively with both content and language, using each to learn the other.

Slide 12 - Slide

What are some characteristics of the teaching/language process?

  • authentic texts 
  • use of visuals, realia, repeating and giving examples (build on students' previous experiences/knowledge)
  • interaction with other students
  • graphic organizers

Slide 13 - Slide

How does the teacher interact with a student? And how does a student interact with another student?

Slide 14 - Open question

How are the feelings of the students dealt with?

It is assumed that learning both content and the language associated with that content that the pupils will be both interested and motivated.

CBI  focusses on the intrinsic motivation of students. The content is meant to motivate the learners to use the language. 

Slide 15 - Slide

How is language viewed? How is culture viewed?

Meaningful and a medium

Culture: Teaching in the content area that is being studied.

Slide 16 - Slide

What areas of language are emphasized? What language skills are emphasized?

Slide 17 - Slide

Does the students' native language play a visible role in CBI?

Slide 18 - Quiz

How is evaluation accomplished?

Focus is on content rather than formal language evaluation. 
Evaluation of the content is accomplished through the use of language.

Language is rarely assessed separately. The language goal of CBI is that students can use the language for communication; students should be able to use the language to evaluate the content.

Slide 19 - Slide

How does the teacher respond to student errors?

  • giving the correct form
  • allowing students to self-correct 

Slide 20 - Slide

Teacher preparation
  •  Content, language and teaching skill knowledge
  • Language and content related learning objectives
  • interesting, simulating content material
  • Sheltered Instruction Protocol
  • Adjunct model

Slide 21 - Slide

        The Sheltered Instruction Observation                                               Protocol
  • Building Background
  • Comprehensible Input
  • Strategies
  • Interaction
  • Practice/Application
  • Lesson Delivery
  • Review & Assessment

Using instructional strategies connected to each of these components, teachers are able to design and deliver lessons that address the academic and linguistic needs of the pupils.
Adjunct model

In the adjunct model for university students, students enrol in a regular academic course. In addition, they take a language course that is linked to the academic process.
The teacher's focus is on helping students process the language in order to understand the academic content presented by the content teacher. 
The language teacher also helps students to complete academic tasks. 

Slide 22 - Slide

The Techniques Reviewed
  • Dictogloss
  • Graphic Organizers
  • Language Experience Approach
  • Process Writing
  • Dialogue Journals

Slide 23 - Slide

Slide 24 - Slide

Slide 25 - Slide

Slide 26 - Slide

Slide 27 - Slide

Slide 28 - Slide

Slide 29 - Video

Slide 30 - Slide

What aspects of this methodology would you like to implement in your own teaching?

Slide 31 - Open question