Curriculum and Instruction in English
หลักสูตรและการสอนภาษาอังกฤษ 1
(Content - Based Instruction : CBI)
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Content-based instruction (CBI) is "the integration of a particular content [e.g., math, science, social studies] with second language aims …. It refers to the concurrent teaching of academic subject matter and second language skills" (Brinton et al, 1989, p. 2). According to Krashen (1982), in content-based instruction, students can acquire the content area of the subject matter with comprehensible input, and simultaneously increase their language skills. To achieve the goal of language skills improvement, Krashen states that the focus of the teaching is on the authentic and meaningful input, not on the grammatical form.There are two types of models in the content-based instruction. The first type is a theme-based model in which selected topics or themes provide the content for students to learn (Brinton et al, 1989). From these topics, EFL teachers should extract language activities which follow naturally from the content material. For example, teachers can select the topic of "advertising" and have students engage in a variety of activities, such as designing and administering a marketing survey, comparing and contrasting consumer attitudes, etc. Under such circumstances, students would be more familiar with the content and the meaning of the topic. Krashen and Terrell (1998) suggest that EFL teachers must choose reading texts at an appropriate level of complexity and the topic has to hold students’ interest to increase their motivation for learning.
The other type of the content-based approach, which is also the focus of this paper, is the adjunct model. This model rather emphasizes the importance of concurrently teaching the academic subject matter and foreign language skills (Brinton et al, 1989). EFL teachers have to design various teaching activities that combine four modes (i.e., speaking, listening, reading, and writing) in order to enhance students' literacy, oral development, and thinking skills positively. To achieve the enhancement, Krashen (1985) advocates that using one extended text, such as a novel or a short story, can help students develop familiarity with a particular literacy style and later unknowingly promote their literacy development. To guarantee successful reading, Taguchi et al (2004) suggest that schemata play an important role in constructing meaning from text. As a result, reading instructors need to relate to the EFL students’ background knowledge for better reading performance (Inoue, 1998). Lin (2004) also proves that through reading stories, students not only get involved when they are reading, but also link their personal experiences to the contents, which are positive to their reading development.
In short, CBI employs English at a comprehensible level so as to increase students' understanding of the subject matter and build language skills simultaneously. In addition, research (Custodio & Sutton, 1998) has shown that CBI often uses authentic tasks centered around authentic materials, so it can help language minority students increase their motivation, and provide more opportunities for them to explore prior knowledge. Therefore, the use of the CBI can be effective in the EFL classroom. http://iteslj.org
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