ELTWeekly Vol. 4 Issue#7 | February 13, 2012 | ISSN 0975-3036
Müfit Şenel is an assistant Prof.Dr. at 19 Mayıs University, Turkey. He has been teaching English as a foreign language to adult learners. His research fields are language teaching, teaching English to young learners, and sociolinguistics. He received his M.A. and Ph.D. in English Language Teaching from the university of Hacettepe, Turkey.
Language is context-sensitive, that is to say, an utterance becomes fully intelligible only when it is placed in its context. Therefore, the importance of meaningful context in language teaching becomes indispensible. Content-based Instruction is one of the approaches that emphasize this view since Content based Instruction (CBI) is a teaching method that emphasizes “learning about something” rather than “learning about language”. CBI emerges from the principles and moves beyond the communicative approach by creating a learning environment in which “…language is not a subject in its own right, but merely a vehicle for communicating about something else” (Nunan 1993). Before CBI was taken instant interest, it was believed that firstly students should be made proficient enough to study subject matter. Thus, as Stryker and Leaver (1997) point out in most of our traditional language teaching classes there is an artificial separation of language instruction and subject matter. However, unlike any other traditional types of instruction, some models of CBI put equal emphasis on subject matter and language learning. Educators agree on the idea that successful language learning occurs when students expose to the target language in meaningful and contextualized forms and when their primary focus is on meaning. Learners learn language when they are studying specific topics and using the target language. Language learning is a natural outcome of this process. One major criterion is that language should be holistically learned in contrast with synthetic approaches which assume that we can only attain one thing at a time. This practical aspect is well argued by Brinton, Snow and Weshe (1989), “such an approach lends itself quite naturally to the integrated teaching of the four traditional language skills.. In this approach learners are exposed to study skills and learn a variety of language skills which prepare them for the range of academic tasks they will encounter”. However, despite the shared features, CBI has some variations in itself.
The focus of a CBI lesson is on the topic or subject matter. During the lesson students are focused on learning about something. This could be anything that interests them from a serious science subject to their favorite pop star or even a topical news, story, documentary, or film. They learn about this subject using the language they are trying to learn, rather than their native language, as a tool for developing knowledge and so they develop their linguistic ability in the target language. Students can also develop a much wider knowledge of the world through CBI which can feed back into improving and supporting their general educational needs. This is thought to be a more natural way of developing language ability and one that corresponds more to the way we originally learn our first language.
The three models of CBI, theme-based, sheltered and adjunct language instruction, were discussed by Brinton, Snow, and Wesche in 1989. All the models of CBI have one thing in common that is “the learning of a second language and mastery of content knowledge” (Brinton, Snow, and Wesche 1989). Despite the shared features, they differ in the following aspects:
- Theme-based Language Instruction: Theme-based Instruction is one of the widespread models of CBI. The theme which has been selected provides the basis for language analysis and practice. Theme-based language classes differ from traditional language classes. On the other hand, in theme-based instruction, the themes are studied more in depth. The syllabus is structured around themes or topics, with the linguistic items in the syllabus subordinated to the content mastery. In a theme-based course, the content is exploited and its use is maximized for the teaching of skills areas (Brinton, Snow,and Wesche 1989). Moreover, the selected themes (contents that students will study) are organized in such a way that it creates an overall coherence in the syllabus. In theme-based courses the students learn through thematic units, become familiar with the general context. Thus, new information is easy to introduce, making it much more meaningful.
- Sheltered Content Instruction: Sheltered courses are the content courses taught in the target language by a content area specialist. “A sheltered content based course is taught in a second language by a content specialist to a group of learners who have been segregated or sheltered from native language speakers” (Brinton, Snow,and Wesche 19889). Sheltered content instruction is the delivery of content information to English language learners in a modified and accessible way. In sheltered language courses teachers use a number of teaching strategies such as modeling and demonstration. Teachers of sheltered instruction need to know effective second and foreign language teaching strategies as well as their content area knowledge. Snow and Brinton (1997) suggest that “in sheltered English, teachers use highly specific techniques and strategies to develop concepts and themes.” In this stimulating context, the learners do not focus on learning a second language but rather on understanding the content or message. The primary focus in sheltered classes is on providing comprehensible input to increase the English as a Second Language (ESL) learners’ ability to understand the subject matter.
- Adjunct Language Instruction: Learners, in this type of model, are enrolled in two linked courses; the language course and the content course. The idea is that they should complement each other. In this model, ESL learners attend an academic content course which is paired with an ESL language course. Thus, the content instruction is integrated with ESL language instruction. The students’ focus is on mastering the content knowledge in both of the courses while the ESL instructor struggles to balance the emphasis given to language skills and the content mastery. Clearly the adjunct model requires coordination among administrative staff, language and content specialists, tutors, etc. Both language and the content instructors need to attend a series of meetings before the term begins in order to plan the program.
In sum, it can be said that although CBI is not new, there has been an increased interest in it over the last ten years, particularly in the USA and Canada where it has proven very effective in ESL immersion programs. This interest has now spread to English as a Foreign Language (EFL) classrooms around the world, including Turkey, where teachers are discovering that their students like CBI and are excited to learn English this way. There are textbooks that can be used for theme based CBI classes which usually contain a variety of readings followed by vocabulary and comprehension exercises. These can then be supplemented with additional information from the Internet, magazines, documentaries, journals, newspapers and other sources. However, another approach is to use specially constructed source books which contain collections of authentic materials or simplified versions. These can be about a particular theme such as drug use, global warming, internet addiction, changing seasons, care of the elderly, or about more general topics. It’s possible to create some really interesting classroom materials as long as the need for comprehensibility is not forgotten. What does a content-based instruction lesson look like? There are many ways to approach creating a CBI lesson by using internet web sites. This is one possible way. The course will take 3 lesson hours during 3 days.
DAY ONE
Step 1: Getting started The Physical World
The first meeting of the class starts with “The Physical World” theme. As it is known that the great variety in geographical features around the world is astounding such as the high mountains of Tibet, the lush jungles of South America, the ice and snow of the artic regions, etc. , so we think that most of the students will get interested in this topic. First, students are asked to visit an any appropriate website using an internet browser and choose 6 photos of various parts of the world and their inhabitants and then write an answer for these previously prepared questions by me: 1)What parts of the world do these photos represent? 2) How do these areas of the world differ from each other? 3) What are the unique features of each one? 4) What effect does geography have on the culture and history of a group of people? and 5) Do geographical differences cause cultural differences?
Step 2: Brainstorming
When they finished answering the questions, I wanted them to work in small groups of three or four and make a list all the facts they are aware of about the people who live in these parts of the world. And I also warned them to think about what kind of work they do, what they eat, what they wear, how they live, their type of housing, their religion, their political and social systems, their artwork, and anything else they can think of. At the end of discussion they filled their findings on a sheet of paper under the given headlines: location, work, food, clothing, type of housing, and other.
Step 3: Free writing
Later they worked in groups again to write for 15 minutes without stopping about physical environment of the area that they come from. I wrote some questions on the board to give them some ideas, for example: Is it urban or rural? What geographical features are there? (mountains, plains, lakes, seas, etc.) What’s the weather like? What is it known/famous for? After they finished, each group read their answers, we discussed and ended the course to meet for the next day.
DAY 2
Step 1: Reading for ideas
For our second day meeting in the class, we will visit a website and read a text titled, “ Inuit Culture, Traditions and History” on ( http://www.windows 2universe.org/earth /polar /inuit_culture. html ), but before reading a text , I told students they would answer the questions given below by looking at the title: 1) In what part of the world do Inuit live? 2) What do they eat? 3) What do they wear? 4) Describe the region in which they live in . 5) What can you say about their traditions? I gave them 5 minutes to complete their answers. They discussed and wrote their answers on a sheet of paper. Then, they began to read the text on the web site and after they finished reading the text on the website, then I wrote 5 questions on the board and wanted them to write the answer of these questions: 1) Would you like to live in Arctic region? Why? Why not? 2) How was traditional Inuit of way life influenced by the harsh climate? Explain. 3) What are the basic differences of igloos from the other types of houses around the world? 4) How did their life change over the past century? 5) What are the basic food materials for Inuit? After they finished answering the questions, I asked them to compare and contrast their answer with their classmates and complete their missing parts if they had any.
Step 2: Gathering Information
I divided the class into small groups and told them we would play a game. The name of the game is “scavenger hunt game” in which the players, in teams, must find unusual objects or answers to difficult questions. The team that finishes first and has the most correct items wins. Then I explained that they may interview with classmates, friends, teachers, parents, and they may do library or internet research. They will notice that some of the following questions are more difficult than the others and some of them are actually groups of questions on the same topic. They will answer the questions by working with other students in your group.
1. Name an ethic group noted for longevity. How is this longevity influenced by the environment in which these people live?
2. What does manifest destiny mean? What does it have to do with Turkish history and/or culture?
3. Which five cities have the greatest population density? How did these cities become so large?
4. Which five countries in the world have the largest populations? For each country, find out how many languages are spoken?
5. Find one religion in which a natural phenomenon (a mountain, the sea, and so forth) plays an important part. Explain the significance of this phenomenon in the religion.
6. What are the five longest rivers in the world? Choose three and explain how the rivers affect life in these areas.
DAY 3
Step 1: Thinking Critically
In the third day of our class, students came into the lesson with the answers of the previous day’s questions. They came together in groups and began to discuss their answers. Later, I asked them to jot down some facts they may know about the geographical areas listed below: Turkey, Saudi Arabia, Germany, The Netherlands, Afghanistan, and Greece. After 10 minutes, they began to read their writings and compare/contrast their answers.
Step 2: Language for writing
When we finished reading and discussing the answer of the activity, I gave them two tasks. I told them to work in groups again and complete their tasks. The allocated time for this activity was approximately 25 minutes. When they finished, each group told about their tasks, discussed and shared their ideas. Tasks:
a) Look at each of the environmental terms on website (http://www.google.com /images?) and write all the words and expressions that come into your mind as you see each term by making a vocabulary diagram. Write down anything that you think of but make sure that what you write is related to the original term. Notice that you can use nouns, verbs, adjectives or other expressions.
b) Now make a list of the new words. Divide them into nouns, verbs, adjectives, and expressions as we have done in previous chapters. Share your list with your classmates.
DAY 4
This is our last lesson day. For that reason, we will practice what they had learned and they will be given their assignments.
Step 1: Practicing what they had learned
They work in groups again. This time I want them to:
a) Make a vocabulary diagram for the Arctic region.
b) Write a paragraph in which they describe one of their favorite places, including descriptions of any people, animals, or objects that they see there.
Later, we checked their studies and shared our ideas.
Step 2: Writing assignments
Now, it’s time give their assignments. I gave them two topics and wanted them to write an essay on one of the following topics. They will use new vocabulary and expressions they learned in this lesson and make sure that their paragraphs are clear and coherent. And I remind them not to forget to develop their ideas by using information.
a) Discuss the effects of the environmental features of a particular part of the world on the people who live there. Use the information you gathered in part one.
b) Compare two different regions of the world. In your comparison consider the environmental features and how they affect the inhabitants.
c) Write an essay about any aspect of environment and culture that interests you.
Conclusion
We live in a technological century where you can easily reach any kind of knowledge through internet. Our students, on the one hand, like to use technological devices and internet. Therefore, as teacher of English I think it will be interesting, motivating, and challenging to use internet for writing lessons. I believe that language is most effectively learned using a communicative approach where the students’ knowledge, interest, and individual needs are addressed through authentic materials used in a variety of fun, comprehensible, challenging, interesting, up-to-date, and informative task-based activities which are in turn connected to some focus on form CBI keeps me motivated as a teacher. There are several ways by which it does so. It allows me to use new materials, especially the authentic ones, in a way that meets my requirements and beliefs about how learn a foreign language. The CBI also allows me to be creative in what materials I use, how I use them, and how I change them to meet my students’ needs.
References
Brinton, Marguerite A.S., and Marjorie B.Wesche. 1989. Content-based second language instruction. New York: Newburry House Pub.
Brinton, D. And C. Holten. 1997. Into, through and beyond. ELT Forum. 35(4): 10-23 http://eca.state.gov/forum/vols/vol35/no4/p10.htm.
Brinton, D. 2003. Content-based instruction: Practical language teaching. New York: McGraw Hill Pub. Edited book.
“Geographical features,” accessed September 21, 2010, http://www.google.com/images?hl=en&q=geographical+features&wrapid=tlif12896792615
“Inuit culture, traditions and history,” accessed September 20, 2010, http://www.windows2universe.org/earth/polar/inuit_culture.html.
Stryker, S. and Betty Lou Leaver. eds. 1997. Content-based instruction in foreign language education. Washington D.C.,Georgetown University Press.
Nunan,D. 1990. The learner-centered curriculum: A study in second language teaching. Cambridge: Cambridge U.P.
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