Content-based Instruction (CBI) for the Social Future: A Recommendation for Critical Content-Based Language Instruction (CCBI)

Abstract

In this article, we seek to reconceptualize content-based instruction (CBI) curricula and practices from a critical perspective. Further, we propose developing criticality as an essential component of CBI, advocating for an approach we call critical content-based instruction (CCBI). While the importance of CBI has long been recognized, previous discussions predominantly focused on its effectiveness for language learning (and content learning to a lesser degree), and overlooked its fundamental linkage and relevance to broader educational missions. In order to fully maximize the potential of CBI and envision language education as integral to the advancement of society, we argue that a critical approach to CBI should be considered. First, we lay out how CBI came to be and how it has been treated in language pedagogy. We believe CBI is indeed a suitable forum for introducing and implementing a critical perspective because of its original contribution of broadening language education to meet societal needs. Second, we provide an overview of recent discourse surrounding world language education. Based on these reviews, we lastly and most importantly delineate directions for CCBI by presenting examples and possible challenges.

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“…On one hand, the findings indicating positive attitudes and gains from jointly implementing content and task-based methods, especially within the frameworks of cooperative and/or collaborative learning, are in consonance with of experimental research on the effectiveness of content-based, cooperative and collaborative language teaching methods (Eriksson, 2018;Mayo, 2018;Mohamadpour et al 2018;Sato et al, 2017;Seah, 2020;Spenader et al, 2018). One example is Arboleda-Arboleda and Castro-Garcés' (2019) study which focuses on teaching the target language through literature and provides evidence for the effectiveness of content-based with task-based approaches.…”

Critical Content Based Instruction for the Transformation of World Language Classrooms

“…Furthermore, sustaining students' languages, identities, and "cultural ways of knowing" (Paris and Alim, 2017, p. 7) is an urgent need as students of color become the majority in schools (Strauss, 2014, as cited in Paris & Alim, 2017; a content-based approach can draw on students' assets and interests to engage them in content that is relevant to their own lives and foster connections to their linguistic and cultural backgrounds. Sato et al's (2017) CCBI model moves CBI toward a critical pedagogy stance, providing opportunities for teaching for social justice in a culturally sustaining manner, particularly because a key tenet of social justice education is to draw on students' talents and strengths (Nieto, 2010, as cited in Glynn, Wesely, & Wassell, 2018.…”

“…Perhaps most importantly, Sato et al (2017) emphasize the term critical in CCBI and the importance of developing a "critical perspective" (p. 51). They draw from critical pedagogy (Giroux, 1983) and state that the development of a critical perspective "involves a reflective critique of the imbalance of power in society, and the instigation of changes needed to emancipate and empower people" (Sato,et al,p.…”

“…Paulo Freire (1993) held that an ability to think critically, to develop conscientizaçao, critical consciousness, is integral to disrupting ignorance and oppression, thus liberating both the oppressor and the oppressed. Like CCBI as defined by Sato et al (2017), social justice education is grounded in critical pedagogy, seeking to disrupt the status quo of inequality and discrimination while promoting critical thinking and agency. The goals of CCBI and social justice education are inextricably linked.…”

“…This study examines the experience of four middle and high school Spanish educators as they teach for social justice in a content-based approach, moving their instruction in the direction of what the researchers describe as a CCBI model to promote criticality and agency among their learners. The study aims to answer the question: How is Critical Content-Based Instruction (CCBI) (Sato et al, 2017) being employed by U.S. Spanish teachers to examine complex topics through a lens of social justice?…”