Content-based Instruction ( CBI ) Method .

Content-based Instruction ( CBI ) Method .

Content-Based Instruction (CBI) is a significant approach in language education (Brinton, Snow, & Wesche, 1989). CBI is designed to provide second-language learners instruction in content and language.
Historically, the word content has changed its meaning in language teaching. Content used to refer to the methods of grammar-translation, audio-lingual methodology and vocabulary or sound patterns in dialog form. Recently, content is interpreted as the use of subject matter as a vehicle for second or foreign language teaching/learning.

Benefits of content based instruction :

1. Learners are exposed to a considerable amount of language through stimulating content. Learners explore interesting content & are engaged in appropriate language-dependant activities. Learning language becomes automatic.
2. CBI supports contextualized learning; learners are taught useful language that is embedded within relevant discourse contexts rather than as isolated language fragments. Hence students make greater connections with the language & what they already know.
3. Complex information is delivered through real life context for the students to grasp well & leads to intrinsic motivation.
4. In CBI information is reiterated by strategically delivering information at right time & situation compelling the students to learn out of passion.
5. Greater flexibility & adaptability in the curriculum can be deployed as per the students interest.

Learner role :

Students are actively involved in a Content-Based classroom setting. On the one hand, they are in charge of their own learning process and their support of others and, on the other hand, they may partly choose content and activities. Being actively involved and taking responsibility in a classroom environment appears to be motivating for some though rather overwhelming to others. There are quite a few students who might feel that they cannot keep up with the work-load and quantity of new information.

Teacher role.

Teaching the Content-Based approach necessitates a large amount of work and energy. The teacher has to fulfil several roles, such as being a good language teacher and in addition having an appropriate knowledge of the subject matter. In addition, the teacher has to choose material. If the material is not suitable enough, he has to adapt it to the learners' language level. There is, however, quite a variety of material available for teachers to use for Content-Based lessons. First of all, teachers can and should use authentic materials such as newspaper articles and advertisements, Secondly, there are, at least in Germany, textbooks available for Content-Based lessons.