CBI Defining Terms

CBI Defining Terms

CBI 2021-2 

Poll

The definition of CBI that I think expresses its real purpose is

• CBI is an approach to language instruction that integrates the presentation of topics or tasks from subject matter classes (e.g., math, social studies) within the context of teaching a second or foreign language.

• “...curriculum concepts being taught through the foreign language ... appropriate to the grade level of the students"

• Content-based and form-based instruction are different, and the term discipline-based more appropriately captures the integration of language learning with different academic disciplines and contents.

CBI is  ...

• Crandall and Tucker (1990) define it as “...an approach to language instruction that integrates the presentation of topics or tasks from subject matter classes (e.g., math, social studies) within the context of teaching a second or foreign language” (p. 187).

• Curtain and Pesola (1994) use the term in a more restricted way, limiting it to only those “...curriculum concepts being taught through the foreign language ... appropriate to the grade level of the students...” (p. 35).

• Krueger and Ryan (1993b) distinguish between content-based and form-based instruction, and note that the term discipline-based more appropriately captures the integration of language learning with different academic disciplines and contents.

Poll

The definition of content that in my opinion reflects its meaning is

• content “...need not be academic; it can include any topic, theme or non-language issue of interest or importance to the learners”

• content as “...any topic of intellectual substance which contributes to the students’ understanding of language in general, and the target language in particular”

• “…‘content’ in content-based programs represents material that is cognitively engaging and demanding for the learner, and is material that extends beyond the target language or target culture”

"All of the programs, models, and approaches that integrate language and content share a common phenomenon: students engage in some way with content using a non-native language."

Content-Driven 

• Content is taught in L2

• Content learning is priority

• Language Learning is secondary

• Course goals determine objectives

• Teacher-selected language objectives

• Evaluation based on content mastery

Language Driven

• Content is used to learn L2

• Language learning is priority

• Content learning is incidental

• Language objectives determined by L2 course goals or curriculum

• Ss evaluated on content to be integrated

• Ss evaluated on language skills/proficiency 

Multiple Select

The entire school curriculum is taught initially through the foreign language, with content instruction in the L1 gradually increasing through the grades

• Content driven

• Language driven

Multiple Select

Content provides rich avenues for meaningful and purposeful language use

• Content driven

• Language driven

Multiple Select

The objectives of the language curriculum drive decisions about how content is integrated with language instruction.

• Content driven

• Language driven

Multiple Select

The language that students acquire emerges from content instruction and from the day-to-day interactions between teacher and students, or among students themselves.

• Content driven

• Language driven

Multiple Select

A single language unit on describing homes can draw practice activities from several content areas, such as the social sciences (observing how architectural styles and building materials reflect climate and local resources), and mathematics (determining the cost per square foot/meter of apartments in the local area and in the target culture)

• Content driven

• Languge driven

Multiple Select

Language Driven? more than one answer is correct

• Content is used to learn L2

• Ss evaluated on content to be integrated

• Language learning is secondary

• Ts must select language objectives

• Content learning is incidental

Multiple Select

Content driven? more than one answer is correct

• Content learning is priority

• Evaluation based on language proficiency skills

• Ts must select language objectives

• Content is used to learn L2

• Ss evaluated on content mastery