ELTED Journal has published an article titled ‘Content based instruction in teacher education: re-shaping pre-service teachers’ beliefs about language teaching’ by Anna Krulatz.
Content-based instruction (CBI), also referred to as content-based language teaching (CBLT), is an approach to language teaching in which students
are taught language through academic content. This approach has been implemented in a growing number of contexts worldwide in the last
few decades. In European contexts, a similar approach referred to as content and language integrated learning (CLIL) deals with teaching of academic content and language in the same class. CBI, CBLT and CLIL have been argued to increase student motivation, promote cognitive
engagement, and enable acquisition of both basic interpersonal communication skills and cognitive academic learning proficiency (Lightbown 2014). In addition, CBI has the potential to promote
intercultural awareness and to prepare learners for studying and working in another language (Dale & Tanner 2012). As the differences between the
types of programs offered through CBI, CBLT and CLIL are not the main focus of this project, nor were they highlighted in the course in which
the data were collected, the term CBI will be used in the main body of the paper, while all three terms may appear in the quotes from the data.