CBI - INTRODUCTION

What inspired the emergence of Content-Based Instruction (CBI) in the mid-to-late 1980s?

• The rise of online education

• Canadian French immersion programs and bilingual education initiatives in the U.S.

• Traditional grammar-translation methods

• Audio-lingual approaches

According to the text, which theory did CBI draw heavily upon?

• Behaviorism

• Humanistic theory

• The theory of multiple intelligences

• Constructivist learning theory and Krashen’s notion of comprehensible input

In which region did CBI initially gain attention, especially in secondary schools and universities?

• Europe

• Asia

• North America

• South America

What does Met’s (1998) definition of CBI establish it as?

• A fixed method for language teaching

• A continuum with content-driven and language-driven approaches

• A rigid framework with no flexibility

• An irrelevant approach in modern education

Which of the following is NOT one of the three distinct models of CBI introduced by Stryker and Leaver (1997)?

• Sheltered content classes

• Adjunct-CBI

• Theme-based model

• Task-based language teaching

Which model of CBI is described as involving language classes taught in parallel to subject-matter classes or team-taught by content and language teachers?

• Sheltered content classes

• Theme-based model

• Content and Language Integrated Learning (CLIL)

• Adjunct-CBI

What does the theme-based model of CBI primarily focus on?

• Content learning as the main outcome

• Language classes based on themes taken from or relevant to a subject-matter class

• Independent learning projects

• Grammar and vocabulary drills

How does the text describe the role of content in theme-based CBI in EFL contexts?

• As the main focus of learning

• Simply as a shell for language teaching

• As irrelevant to language learning

• As more important than language proficiency