【荐】Content-Based Instruction【荐】.pdfVIP

25 Content-Based Instruction Yoon (Christina) Heo Abstract Content-Based Instruction (CBI) has been found to be an effective approach to teaching English as a second language because with CBI, students can develop their language skills as well as gain access to new concepts through meaningful content. This paper reviews general information about the features of CBI, including its theoretical foundations and models. The paper also covers several issues to be considered in the application of CBI such as assessment of language and content, teacher education, and the use of CBI in the EFL classroom. The relationship between CBI and skill- based instruction, particularly in the teaching of writing, will also be discussed. Finally, I suggest that CBI can fit in well with broader principles of language teaching and learning in both ESL and EFL situations. Introduction Content-Based Instruction (CBI) has been consider for an effective use of Content- defined as “the teaching of content or in- Based ESL Instruction, including types, syl- formation in the language being learned labus design, and materials of CBI (Davies, with little or no direct or explicit effort to 2003). teach the language itself separately from the content being taught” (Krahnke, as cited in Theoretical Foundations Richards Rodgers, 2001, p. 204). This Content-Based Instruction is based on three teaching approach is considered by many main theories of language: “language is text- researchers an effective and realistic teach- and discourse-based,” “language use draws ing method in terms of combining language