12. Content-Based Instruction: Perspectives on Curriculum Planning

Abstract

Content-based instruction (CBI), distinguished by its dual commitment to languageand content-learning objectives, has been translated into practice in diverse ways to meet the needs of second and foreign language student populations. This article explores the general characteristics of and challenges associated with content-based curricula by reviewing (1) case studies that document outcomes of CBI programs at elementary, secondary, and higher education levels and (2) curricular models that have been implemented in first and second language contexts. Included in this review of curricular models, because of its implications for second and foreign language contexts, is a brief explanation of Concept-Oriented Reading Instruction (CORI), an approach to content learning and reading development that has been used and extensively researched in first language settings. Empirical studies focusing on CORI, immersion models, and other CBI-related issues (including teacher–student interactions; teachers' oral discourse; and teachers' attention to language, content, and task) are summarized to illustrate the complexities of content-based curricula. The article concludes with a call for further research that can inform the practices of teachers, curriculum and course designers, materials developers, and individuals involved with assessment in content-based settings.

Teaching “Cross-cultural Communication” through Content Based Instruction: Curriculum Design and Learning Outcome from EFL Learners’ Perspectives

“…In terms of linguistic gains, students reported their improvement in different language skills, although in different strength respectively. Thus, the effectiveness of this CBI course is in line with previous studies in which CBI fosters academic growth while also develops language proficiency (Crandall, 1993;Short, 1997;Stoller, 2004).…”

A qualitative study on learning trajectories of non-native Chinese instructors as successful Chinese language learners

“…His case is consistent with what Zeng (2011) found in that the level "'advanced' marks a transition from learning a language to learning in the language", and studying abroad facilitates learners' use of the language to accomplish their higher professional goals (p.ii). In addition, Mr. Dylan's success in improving his Chinese proficiency through studying authentic history books adds to the related literature (e.g., Grabe & Stoller, 1997;Krashen, 1982;Stoller, 2002Stoller, , 2004 regarding the advantages of using content-based instruction for language learning.…”

On Bilingual Teaching Design in Management Curriculum Based on CBI

“…Bilingual education can be divided into three types, including: immersion bilingual education refers to a language the school using in teaching instead of the students using at home; keeping bilingual education refers to the use of the mother tongue student just entering school, and then gradually use a second language for teaching some subjects, the use of mother tongue teaching other subjects still; transitional bilingual education refers to some or all of the students use mother tongue after entering the school and then gradually transformed into using a second language for teaching only. [1] In bilingual education, the main purpose is the acquisition of professional knowledge, but also to create learner space to learn and use second language, so that students acquire subject knowledge and at the same time can use a second language as much as possible they need to master. The ultimate aim is to enable students think problem using both native and second language, to switch between the two languages as communication objects and work environment required, have the ability to cross-cultural communication and establish cross-cultural awareness.…”