Content‐Based Instruction: Can it Help Ease the Transition from Beginning to Advanced Foreign Language Classes?

Dupuy, Béatrice

doi:10.1111/j.1944-9720.2000.tb00913.x

Cited by 74 publications

(65 citation statements)

References 33 publications

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“…Multiple studies point to the need for authentic texts in ESL teaching (Swaffar, 1999;Arens and Swaffar, 2000;Dupuy, 2000). There is also a recent claim for a curriculum "in which language, culture, and literature are taught as a continuum" (Foreign Languages and Higher Education: New Structures for a Changed World, 2007).…”

Section: Introductionmentioning

confidence: 99%

Literature Mediated English in the UCM Degree in Modern Languages: A Pilot Study

Romero

Bóbkina

2015

TPLS

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Abstract-The Degree in Modern Languages recently implemented by the Complutense University of Madrid has been designed in the light of the European Higher Education criteria. In the case of English, the curriculum includes a B2 of the Common European Framework of Reference for Languages (CEFR) course of general English, with the consequent lack of motivation of many of the students in the classroom, who already got that level at high school. In this sense, it is our intention to carry about a pilot study intended to design, implement and test the use of literary texts and articles in the ESL classroom.

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Section: Introductionmentioning

confidence: 99%

Literature Mediated English in the UCM Degree in Modern Languages: A Pilot Study

Romero

Bóbkina

2015

TPLS

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“…It is mentioned by most of the scholars in this area that content-based instruction (CBI) supports to realize both content and language objectives and reach its goals. Many researchers have investigated about effectiveness of content-based instruction: e.g., Brinton & friends, 1989;Met, 1999;Leaver & Stryker, 1989;Dupuy, 2000), lack of collaboration between content and language teachers (Tan, 2011), the need for a more explicitly reflexive model of the relationship between content, language and learning (Barwell, 2006) and promoting content and language learning (Stoller, 2002). Stoller (2002) also showed that CBI has a great potential to promote content and language learning.…”

Section: Introductionmentioning

confidence: 99%

Teaching Concepts of Natural Sciences to Foreigners through Content-Based Instruction: The Adjunct Model

Satilmis¹,

Doganay²,

Guvercin³

et al. 2015

ELT

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This study investigates three models of content-based instruction in teaching concepts and terms of natural sciences in order to increase the efficiency of teaching these kinds of concepts in realization and to prove that the content-based instruction is a teaching strategy that helps students understand concepts of natural sciences. Content-based education is considered effective not only in acquiring the skills of language, but also grasping and mastering the content knowledge of academic subjects that are required for students' achievements in learning the terms related to natural sciences. In analysis of three models of content-based instruction, the Adjunct Model was explained and mentioned to be quite reliable for the teaching content of any subject along with foreign language methods and techniques. It has been proved to be convenient for both content and language teaching through pedagogical experiment. Participants were undergraduate students from the Engineering and Natural Sciences Faculty of a university at intermediate level. The achievement test was applied to 48 students who were English and Turkish speaking students as foreign languages. Two working groups as experimental and control were formed by language teachers. The collected data was analyzed. The results, mentioned in experiment part, and conclusion show that concepts or terms of natural sciences could be taught efficiently through content-based teaching in schools and universities.Keywords: content based instruction, second foreign language teaching, teaching concepts of natural sciences and adjunct model

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“…These subject matters in CBI include Literature (Holten, 1997), History (Srole, 1997), Movies (Chapple & Curtis, 2000), Country and District Issues (Stryker & Leaver, 1997) etc. There also exist reports and records of CBI regarding Psychology, Economics, Geography and Politics (Dupuy, 2000). CBI can be regarded as one of the most representative contributions to modern ESL/EFL field and the following part will discuss CBI research in different language teaching circumstances and contexts in China and overseas.…”

Section: Empirical Studies At Home and Abroadmentioning

confidence: 99%

Research into the Feasibility of Implementing CBI in Vocational and Technical Colleges in Chinese Context

Lei¹

2017

ELR

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In order to explore the feasibility of applying Content-based Instruction (CBI) method in vocational and technical colleges in China, with 4 research questions this study employed a combination of qualitative and quantitative research methods whose instruments included questionnaire survey and interview. The samples of this study were 205 sophomores from 3 different majors, all of whom registered to take "Building and Construction Engineering English" (BCEE) CBI courses. The results demonstrated that the majority of population benefited from CBI for their learning motivation and interest were greatly increased owing to organic integration of English language learning and major-related subject matters. Furthermore, these subjects became more inclined to be cultivated as "double-qualified" talents who can use English as a communicative tool to solve problems in their lives. This study proves that it is feasible to incorporate English language acquisition into subject content learning through CBI, which could be one of the most effective means of Chinese college English reform and thus be duplicated in other EFL countries where CBI is conducive to fostering competent "double-qualified" graduates from vocational and technical colleges so as to adapt to the trend of globalization and exert positive effects on cultivating internationalized talents all around the world.

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Content‐Based Instruction: Can it Help Ease the Transition from Beginning to Advanced Foreign Language Classes?

Cited by 74 publications

References 33 publications

Literature Mediated English in the UCM Degree in Modern Languages: A Pilot Study

Literature Mediated English in the UCM Degree in Modern Languages: A Pilot Study

Teaching Concepts of Natural Sciences to Foreigners through Content-Based Instruction: The Adjunct Model

Research into the Feasibility of Implementing CBI in Vocational and Technical Colleges in Chinese Context

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