ESL - Cert - Anaheim U - Unit 10 - Content Based Instruction (CBI)

CBI is the use of subject matter as the medium for language teaching/learning with the focus determined by program activities that contrasted content v language on a continuum from total immersion in content without regard to the language proficiency of learners to total language study with little regard or responsibility for learning the content beyond using it as fodder for language study.

Total Immersion, Partial Immersion, Sheltered Courses, Adjunct Model, Theme-Based Courses, Language classes with frequent use of content for language practice

Most memorable for me was a Spanish conversation class I took that was taught almost exclusively in Spanish. It used Mexican historical figures of the early 20th century as the content base. It interesting that much of the language fluency has atrophied for lack of use but the historical facts and most of the vocabulary still remain in my schema. Each week we had to verbally present a 5 minute "dissertation"on our figure - Spanish only. And the grand finale of the class was that each person had to give a 15 minute dissertation (notes only no fair reading) with photos on their chosen historical figure totally in Spanish and answer questions. The teacher also supplied pictures of each persons figure and we had to discuss the pictures she supplied as well. I think I was as informed about that period in Mexican History as any history student who had taken the class in English. And in fact maybe even more so,because I began to feel the culture and the spirit in the language. It was an awesome experience- don't know if a Spanish course in Math would do the same thing for me.

Setting = private international school; population = middle and or high schoolers; lesson focus = midway on Met continuum between language focus and content focus; content= environmental & renewable energy issues - development-pollution-power; faculty coordination - ESL & Science & social science-business-economics; language items contrast and compare; argumentation - presentation of facts/evidence to persuade; grammar items - conjunctions, modifiers, phrases; Language Proficiency Level: reading, intermediate-low to mid, listening, intermediate-low to mid; speaking, intermediate-low to high; writing, intermediate-low to advanced; teaching sequence - definition of renewable energy; definition of pollution; describe positive and negative impact of energy use; show energy timeline; show impact predictions for next 50 years

CONTENT SELECTED WAS: Class for 7-12 graders of mid-advanced level language proficiency, on current and future environmental/energy issues. The interdisciplinary subject class (social studies, politics, economics, science) would, utilizing contrast and compare nouns and adjectives, past, present and future tenses as language items, and developing argumentation language writing features for academic papers to inform and persuade. REAL WORLD APPLICATION: 1-Introducing students who will be the environmental engineers, business men, and government officials of the future to the history, politics, science, cost and other challenges of providing energy during their life times. Motivate student interest in preparing for environmental related careers. 2-Motivating young engineers (post secondary) will more rigorous college level class to switch or focus on energy and environmental issues. 3-Class participants could: a. write academic papers and influence other students and teachers; b. students could start campaigns to green their: schools, neighborhoods, and homes.

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CBI is the use of subject matter as the medium for language teaching/learning with the focus determined by program activities that contrasted content v language on a continuim from total immersion in content without regard to the language proficiency of learners to total language study with little regard or responsibility for learning the content beyond using it as fodder for language study.

rich context or specific language features, comprehensible input

Theme-based language instruction; Sheltered content instruction; Adjunct instruction; Sustained content language instruction

Students are learning academic content in the L2; the teacher uses linguistically sensitive instructional strategies to make sure that students will be able to understand and learn the content. A sheltered teacher in the high school usually needs to be licensed in the content area taught (e.g., social studies) and ESL learners receive academic (content) credit for the sheltered class. This CBI model appears in middle and high schools, and post-secondary contexts, in ESL, EFL, bilingual, and some foreign language settings (FLAC, Content-based FLES).

Both content and language learning are the goal; a content instructor teaches a content course in L2; a language instructor teaches an L2 language course that is linked to the content course. This CBI model appears in some high school classes but is most often found in post-secondary contexts with foreign language (FLAC) or ESL instruction.

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History of Mexico 1900-1945 and Spanish; Spanish Literature of the 20th century and Spanish

Business Spanish (Italian, Russian, etc.)—Language learning is the primary goal but this occurs through the content of business. In some contexts new business concepts may also be taught to learners (so degree to which content is emphasized in the course may vary). One instructor teaches the L2 necessary for communicating about business. This CBI model appears primarily in post-secondary contexts or in the work place but can also be found in high schools.

1: Base instructional decisions on content rather than language criteria; 2: Integrate skills; 3: Involve students actively in all phases of the learning process; 4: Choose content for its relevance to students’ lives, interests, and/or academic goals; 5: Select authentic texts and tasks; 6: Draw overt attention to language features

Base instructional decisions on content rather than language criteria

Integrate skills

Involve students actively in all phases of the learning process

Choose content for its relevance to students’ lives, interests, and/or academic goals

Select Authentic - text and tasks

Draw overt attention to language features

Principle 1: Base instructional decisions on content rather than language criteria

Integrate all four language skills as well as grammar and vocabulary

Learner-centered instruction; Learning through teacher input, peer input and interaction; Diversity of learner roles

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Content based on school / college subjects; Content based on occupational needs; Relate content to students’ prior knowledge

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Authentic texts were not created for language teaching; Authentic tasks reflect real-world purposes

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Awareness-raising tasks to draw attention to language features found in authentic texts

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Content-Driven, Language-Driven: Total Immersion, Partial Immersion, Sheltered Courses, Adjunct Model, Theme-Based Courses, Language classes with frequent use of content for language practice

Curtain and Pesola (1994) limit the definition of CBI to those "...curriculum concepts being taught through the foreign language ... appropriate to the grade level of the students..." (p. 35); Genesee (1994) suggests that content '...need not be academic; it can include any topic, theme, or non-language issue of interest or importance to the learners' (p. 3). Met (1991) proposes that "... '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" (p. 150).

C. 1, 2 and 3;

ans = T or F

ans = T or F, yes it was a natural out growth of the desire to provide rich authentic language materiel for L2s. It was thought that subjects of interest to Ls would mainatin their motivation and interest, and the ancillary media would be more avi and more authentic then invented dialogues.

ans = T or F; True - using Met's continuum we see that CBI can span the gamut from all content to all language

A session on the ‘Steps in Writing a Law Report’ for a class of graduate students would be an example of; A lesson on ‘Great Rivers of the World’ for a group of seventh graders would be an example of; A unit of work on ‘My Neighborhood’ for a group of fifth grade learners would be an example of

All of the following: A. Use of authentic data. B. Integration of listening, speaking, reading and writing. C. Use of language criteria for deciding on content - language content will present itself as the subject's content dictates - all aspects of language and grammar will flow from content requirements, including the order of presentation of grammar, etc. D. Learning through doing.

ans= T or F ; Yes - and is essential for developing facility to elaborate on the content, and showing comprehension of content. Extensive use will allow writing to catch up with listening and other language skills.

the integration of particular content with language teaching aims...the concurrent teaching of academic subject matter and second language skills" (Brinton et al., 1989, p. 2).

1: Base instructional decisions on content rather than language criteria; 2: Integrate skills; 3: Involve students actively in all phases of the learning process; 4: Choose content for its relevance to students’ lives, interests, and/or academic goals; 5: Select authentic texts and tasks; 6: Draw overt attention to language features

1: Base instructional decisions on content rather than language criteria; 2: Integrate skills; 3: Involve students actively in all phases of the learning process; 4: Choose content for its relevance to students’ lives, interests, and/or academic goals; 5: Select authentic texts and tasks; 6: Draw overt attention to language features

Most memorable for me was a Spanish conversation class I took that was taught almost exclusively in Spanish. It used Mexican historical figures of the early 20th century as the content base. It interesting that much of the language fluency has atrophied for lack of use but the historical facts and most of the vocabulary still remain in my schema. Eachweek we had to verbally present a 5 minute "dissertation"on our figure - Spanish only. And the grand finale of the class was that each person had to give a 15 minute dissertation (notes only no fair reading) with photos on their chosen historical figure totally in Spanish and answer questions. The teacher also supplied pictures of each persons figure and we had to discuss the pictures she supplied as well. I think I was as informed about that period in Mexican History as any history student who had taken the class in English. And in fact maybe even more so, because I began to feel the culture and the spirit in the language. It was an awesome experience- don't know if a Spanish course in Math would do the same thing for me.

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extensive use and combined with other techniques, most usually information gap.

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extensive use - acting out modelos mexicana, or street scenes: restaurant, transportation, etc.

very little

very little

some

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a lot especially history based CBI course

no-but intend to use it in my classes

lots of writing but not to the iteration level suggested here

not in FL or 2l course, but extensively in real world; utilize brainstorming, and fish diagramming ( a kin to spider web matrixing).

some in Fl, but a lot in college study groups - where each member of group was assigned a portion of class content to focus on, and provide study materials for - e.g. flashcards, outlines, possible test questions, etc.

adjectives, nouns

Absolutely we will be tested repeatedly in the real world on what it means to be a friend. Where are the boundaries? What are the responsibilities? How to judge compatibility - which I have found, becomes more important as you age? Deciding what relationships are to be continued and those which cannot or should not be continued.

least important to me in describing the area: 1-places to shop; 2-tourist attractions; 3-non-emergency government departments and locations; 4-recreational facilities; 5-nightlife

They are the same/similar as both seem to follow a "skills and system" section with reinforcing or ostensibly inspirational/visually rich authentic content practice. #However, the literary choices for the "wind power" content make no sense to me - its hard for me to visualize the connection between "wind power" and touring/living in the south of France (A year in Provence) or Rhone valley touring (Relish the Rhone). I sort of get the possibility of a connection between "A year in Provence" and the "changing winds of time," but for an atmospheric science unit - the relationship of this reading and ""Relish the Rhone"" to the content is beyond me. #On the other hand - "Demons Gate..." works fine, so maybe the curriculum developer's insanity was only temporary. #The "kinship's" sequence and content seem right on point, and perfectly suited to discuss that issue - using the grammar items identified. #As mentioned while different in reading support content quality/relevance they both seem to be aiming for the same sequencing track: grammar/vocabulary, content, grammar, content, etc." Wind power only falls short because of irrelevant reading content support provided. This is very unfortunate and so unnecessary with all of the literary masterpieces that are underscored by powerful wind images - A High Wind in Jamaica by Richard Hughes, Moby Dick by Hermann Melville.

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CBI is fundamentally a curricular approach or framework, not a method. The focus of most foreign language curricula is on learning about language rather than learning to use language for meaningful communication about relevant content. CBI, in contrast, is an approach to curriculum design that seeks to reach a balance between language and content instruction with an emphasis “on using the language rather than on talking about it” (Light own & Spada, 1999, p. 92). This is not to say that there is never an emphasis on the language itself in CBI; on the contrary, CBI at its best integrates a focus on language in the context of content instruction. It has a “dual commitment to language- and content-learning objectives” (Stoller, 2004, p. 261).

grammar translation; audilolingualism; the silent way, suggestopedia

CBI; transformative-generative grammar; CLT; learner-center education;

the < > is threefold. It is designed to help learners: 1-construct knowledge and develop understandings about a topic and a learning task; 2-use language meaningfully and purposefully; and 3-learn about language in the context of learning through language.

1-Content is taught and learned in L2; teachers and students are held accountable for content. 2-Content learning is priority. 3-Language learning is secondary; 4-Content objectives determined by course goals or curriculum; 5-Language emerges from content and social interactions; 6-Students are primarily evaluated on content mastery; 7-Teachers must selectlanguage objectives.

1-Content is used to teach and learn L2, but teachers and learners aren’t held accountable for it; 2-Language learning is priority; 3-Content learning may be considered incidental; 4-Language objectives are determined by L2 course goals or curriculum; 5-Language objectives drive decisions about about how content is integrated; 6-Students are evaluated on language skills/proficiency.

proficiency in attributes: reading, listening, speaking, writing; levels: advanced,intermediate, beginner from low-mid-high

Building Background; Using Learning Phases; Integrating Modalities; Using Scaffolding; Using Graphic Organizers; Contextualizing Grammar; Providing Meaningful Input; Maximizing Output; Giving/Receiving Feedback; Using Learning Strategies

Ultimately, building background is a key strategy in CBI as it represents the first step toward creating meaningful content and language learning opportunities for students, which is arguably one of the most important goals of CBI.

Include a pre-instructional phase (see Strategy #2) which focuses on the acquisition of the necessary tools learners need to tackle the language and content tasks. At its most basic level, it involves exposing students to the vocabulary and language structures necessary to ensure basic comprehension of the content. * Expose individuals to experiences they might never have had. This is to ensure that learners have a necessary knowledge foundation to process the sometimes difficult concepts in the lesson. * Allow students to build background for themselves by devising different ways for them to develop first-hand experience.

Ultimately, building background is a key strategy in CBI as it represents the first step toward creating meaningful content and language learning opportunities for students, which is arguably one of the most important goals of CBI.

preview phase; focused-Learning phase; expansion phase.

“Into” Activities: The Preview Phase; • Provide students the conceptual, linguistic and cultural foundation needed to understand and carry out main activity; • Are meaningful and significant; • Activate prior knowledge; • Create a common experience base; • Entice student interest; • Assist students in making connections between previous and future learning; experiences

“Through” Activities: The Focused-learning Phase; • Focus students’ attention and highlight what is of significance in understanding the theme/topic; • Give students the opportunity to confirm their understandings and correct misconceptions; • Provide a model and then practice in the use of concepts, skills, language and strategies being learned; • Act as learning events that scaffold and develop independent communication and thinking abilities

“Beyond” Activities: The Expansion or Extension Phase: • Support, extend, or integrate student understanding of theme/topic by inviting student to revisit now-familiar knowledge for more focused study; • Provide opportunities for students to apply what they’ve learned; • Encourage the re-presentation of learned information in a new and different format; • Provide opportunities for students to reflect on and creatively respond to what they have learned in personally and socially relevant ways: • May assist students in linking the current learning experience with previous and future activities within the same theme/unit

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The CoBaLTT website provides many effective graphic organizers to facilitate background building such as the KWPL chart (What do I Know? What do I Want to know? What do I Predict? What have I Learned?)

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*preview Phase; *Focused-Learning Phase; *Expansion Phase.

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"

After reviewing key definitions from the TBL literature, Professor Nunan presents us with his own: "A < > is a piece of classroom work that involves learners in comprehending, manipulating, producing or interacting in the target language while their attention is focused on mobilizing their grammatical knowledge in order to express meaning, and in which the intention is to convey meaning rather than to manipulate form. The task should also have a sense of completeness, being able to stand alone as a communicative act in its own right with a beginning, a middle and an end.”

Yes - Content is of a nature that will lend itself/lead to discussion and elaborative iterations. All of the students will have experiences and feelings to add, which will lead to recycling of language features and expansion beyond original language goals, etc.

Yes - all of the skills - reading, writing, speaking, and listening are activated. Ss are listening to definition and instructions and discussion questions and answer, reading definitions, discussing /speaking vocab, and writing own definition of friends.

Yes - Ss are actively involved once the stage is set by T with vocabulary and trial definitions. Students are tasked to analyse each part of the definitions and answer questions designed to activate their prior knowledge/feelings in regard to friends. Through Q & A the teacher gets them to expand on meaning of the provided defintions and the implications of some limiting words and descriptions. And the grand finale they break-up for group work and the production of their own definition.

Yes - very relevant as middle schoolers are actively resolving issues involving friends and friendship-such as making friends, being influenced by and influencing friends, the joy and disappointment of friends and friendships.

1-content concept(friendship) is key - very relevant, especially to young people learning about friendship responsibilities, pressures, joys, disappointments, etc; 2-intergrate skills - listening, speaking, reading all part of discussion; 3-involve students - almost all of the dialogue his from students, with prompting from teacher, but very little.; 4-very relevant to students -making friends is key in their young lives; 5-while arguably not totally authentic - looking at pics and assigning attributes, we do it when "people watching" all the time; 6-the language features are prominent but not overtly referred to except as part of activity instructions - no discussion of contrast compare, adjectives, etc.

" According to Aronson (2008) there are ten steps considered important in the implementation of the jigsaw classroom.

According to Aronson (2008) there are ten steps considered important in the implementation of the jigsaw classroom. 1. Students are divided into a 5 or 6 person jigsaw group. The group should be diverse in terms of ethnicity, gender, ability, and race. 2. One student should be appointed as the group leader. This person should initially be the most mature student in the group. 3. The day’s lesson is divided into 5-6 segments (one for each member) 4. Each student is assigned one segment to learn. Students should only have direct access to only their own segment. 5. Students should be given time to read over their segment at least twice to become familiar with it. Students do not need to memorize it. 6. Temporary experts groups should be formed in which one student from each jigsaw group joins other students assigned to the same segment. Students in this expert group should be given time to discuss the main points of their segment and rehearse the presentation they are going to make to their jigsaw group. 7. Students come back to their jigsaw group. 8. Students present his or her segment to the group. Other members are encouraged to ask question for clarification. 9. The teacher needs to float from group to group in order to observe the process. Intervene if any group is having trouble such as a member being dominating or disruptive. There will come a point that the group leader should handle this task. Teachers can whisper to the group leader as to how to intervene until the group leader can effectively do it themselves. 10. A quiz on the material should be given at the end so students realize that the sessions are not just for fun and games, but that they really count.

CBI is fundamentally a curricular approach or framework, not a method. The focus of most foreign language curricula is on learning about language rather than learning to use language for meaningful communication about relevant content. CBI, in contrast, is an approach to curriculum design that seeks to reach a balance between language and content instruction with an emphasis “on using the language rather than on talking about it” (Light own & Spada, 1999, p. 92). This is not to say that there is never an emphasis on the language itself in CBI; on the contrary, CBI at its best integrates a focus on language in the context of content instruction. It has a “dual commitment to language- and content-learning objectives” (Stoller, 2004, p. 261).

is an approach to the teaching of languages that emphasizes interaction and is based on the idea that the goal of learning L2 is to gain communicative competency. It focuses on the functional

learning about something rather than learning about language. Although CBI is not new, there has been an increased interest in it over the last ten years, particularly in the USA and Canada where it has proven very effective in ESL immersion programs. This interest has now spread to EFL classrooms around the world where teachers are discovering that their students like CBI and are excited to learn English this way.

Sheltered Model, Adjunct Model, Theme Based Model

< > is taught to students with TEFL scores usually in the range 350 to 500. These scores are lower than the TEFL 500 score which is often the minimum requirement for students who want to study at universities in English L1 contexts.

1. a rich context for understanding language features; 2. interesting and relevant content; 3. listening and reading materials that are somewhat above learners' current proficiency level;

1. Learning through doing; 2. Use of authentic data; 3. Integration of listening, speaking, reading and writing

A theme based CBI course should have both content and language goals.

Adjunct classes are usually taught by ESL teachers. The aim of these classes is to prepare students for "mainstream" classes where they will join English L1 learners. Adjunct classes may resemble EPA or ESP classes

CBI, CLT, Audi-lingual Method, TPR, Direct / Natural Method, Suggestopedia, Pimsleur Language Learning System, Language Immersion, Lernen durch Lehren - Learning by Teaching,

Content Based Language Teaching Method or Content Based Instruction (CBI) focuses on the subject matter. The centre of attention can be academic courses such as basic study skills,

focuses on listening to language models and acting in everyday situations. Learners are given short dialogs to memorize from the tape and to present them as accurately as

In language study, as in life, if a person is the same today as he was yesterday, it would be an act of mercy to pronounce him dead, and to place him in a coffin rather than in a classroom. - John A. Rassias,

is based on ‘speech in action’. It was developed by an American professor of psychology James Asher. The method is founded on the principle that listening comprehension should be fully

is based on the idea of natural language learning capabilities. It was designed and developed by Dr. Paul Pimsleur, an authority in the field of applied linguistics. He taught phonetics and phonemics at the

Kinesics/Body Langauge

language and content learning. Theme based CBI works well in EFL contexts, and I believe its use will increase as teachers continue to design new syllabi in response to student needs and

means that the learner is in a real life situation where he or she must use the target language. In an immersion school the student ‘lives’ the language, i.e. the target language becomes his/her lifestyle. Classes are taught entirely in the target language; in addition, learners live with a family where everyone uses only the learners’ target language. Immersion programs can be categorized according to students' age: early immersion (4-8), middle immersion (9-11) and late immersion (11+). Immersion programs can be further classified according to degree of immersion: total immersion, partial immersion, bilingual immersion, FLES - Content-based Foreign languages in Elementary Schools immersion, and FLEX - Foreign Language Experience immersion. Language immersion environment is often created in language villages and summer camps.

proximate

requires that all teaching is conducted in L2. Although it aims at developing all four skills, it focuses on listening and speaking. No translation is used. This method was introduced by the

Sheltered and adjunct CBI usually occurs at universities in English L1 contexts. The goal of teachers using sheltered and adjunct CBI is to enable their ESL students to study the same content material as regular English L1 students. Sheltered CBI is called "sheltered" because learners are given special assistance to help them understand regular classes. Two teachers can work together to give instruction in a specific subject. One of the teachers is a content specialist and the other an ESL specialist. They may teach the class together or the class time may be divided between the two of them. For example, the content specialist will give a short lecture and then the

Suggestopedia (lately called Desuggestopedia) was developed by the Bulgarian doctor and psychotherapist Georgi Lozanov. The first element of Dr. Lazanov's Method is the positive suggestion that learning is easy (students feel relaxed and happy); the second element focuses on providing learners with large amounts of learning material at a level appropriate to their age and interests – pictures, dramatized texts, music, songs and games. This method works for both children and adults. However, it can be expensive.

The Flesch-Kincaid test is one method of measuring the readability of writing. Difficulty is assessed by analyzing sentence length and the number of syllables per word. Put simply, short sentences containing

The teacher must decide which method or a combination of methods can be applied during the different stages of the teaching process. The selection should be determined by the students’ age, educational background, class size, school requirements, learning objectives and other factors. The teacher has to decide how to design a course, prepare teaching materials, select textbooks, and write lesson plans to meet the objectives.

Theme based CBI is usually found in EFL contexts. Theme based CBI can be taught by an EFL teacher or team taught with a content specialist. The teacher(s) can create a course of study designed to unlock and build on their own students' interests and the content can be chosen from an enormous number of diverse topics.

There is no evidence that a certain method is superior to other methods and is suitable for all language teachers and all learners in all situations. There is no ‘best method’ of teaching

True;

Unit 1 Introduction to psychology;Unit 2 Types of learning;Unit 3 Advertising and psychological techniques;Unit 4 Counseling;Unit 5 Psychological illnesses;Unit 6 Project work

was established by a famous German Professor Jean-Pol Martin. It is an effective method for students to learn by teaching their peers. The students take the teacher's role and teach their peers. At present Learning by Teaching is a widely spread method not only in Germany but also in many other countries.

was the principal method in Europe in the 19th century. It was based on teaching grammar structures and vocabulary with direct translations. Latin language (dead language) was successfully taught by using Grammar Translation Method. Little attention was paid to interpersonal communication or pronunciation. Today most experts admit that this method is ineffective.

FALSE

FALSE

TRUE

Sheltered content

Theme based CBI is usually found in EFL contexts. Theme based CBI can be taught by an EFL teacher or team taught with a content specialist. The teacher(s) can create a course of study designed to unlock and build on their own students' interests and the c

Sheltered content

Sheltered Content

is an approach to the teaching of languages that emphasizes interaction and is based on the idea that the goal of learning L2 is to gain communicative competency. It focuses on the functional

learning about something rather than learning about language. Although CBI is not new, there has been an increased interest in it over the last ten years, particularly in the USA and Canada where it has proven very effective in ESL immersion programs.

Sheltered Model, Adjunct Model, Theme Based Model

< > is taught to students with TEFL scores usually in the range 350 to 500. These scores are lower than the TEFL 500 score which is often the minimum requirement for students who want to study at universities in English L1 contexts.

1. a rich context for understanding language features; 2. interesting and relevant content; 3. listening and reading materials that are somewhat above learners' current proficiency level;

1. Learning through doing; 2. Use of authentic data; 3. Integration of listening, speaking, reading and writing

A theme based CBI course should have both content and language goals.

Adjunct classes are usually taught by ESL teachers. The aim of these classes is to prepare students for "mainstream" classes where they will join English L1 learners.

CBI, CLT, Audi-lingual Method, TPR, Direct / Natural Method, Suggestopedia, Pimsleur Language Learning System, Language Immersion, Lernen durch Lehren - Learning by Teaching,

Content Based Language Teaching Method or Content Based Instruction (CBI) focuses on the subject matter.

focuses on listening to language models and acting in everyday situations.

In language study, as in life, if a person is the same today as he was yesterday, it would be an act of mercy to pronounce him dead, and to place him in a coffin rather than in a classroom. - John A. Rassias,

is based on ‘speech in action’. It was developed by an American professor of psychology James Asher. The method is founded on the principle that listening comprehension should be fully

is based on the idea of natural language learning capabilities. It was designed and developed by Dr. Paul Pimsleur, an authority in the field of applied linguistics. He taught phonetics and phonemics at the

Kinesics/Body Langauge

language and content learning. Theme based CBI works well in EFL contexts, and I believe its use will increase as teachers continue to design new syllabi in response to student needs and

means that the learner is in a real life situation where he or she must use the target language. In an immersion school the student ‘lives’ the language, i.e. the target language becomes his/her lifestyle.

proximate

requires that all teaching is conducted in L2. Although it aims at developing all four skills, it focuses on listening and speaking.

Sheltered and adjunct CBI usually occurs at universities in English L1 contexts.

< > is called < > because learners are given special assistance to help them understand regular classes. Two teachers can work together to give instruction in a specific subject. One of the teachers is a content specialist and the other an ESL specialist.

Suggestopedia (lately called Desuggestopedia) was developed by the Bulgarian doctor and psychotherapist Georgi Lozanov. The first element of Dr. Lazanov's Method is the positive suggestion that learning is easy (students feel relaxed and happy); the second element focuses on providing learners with large amounts of learning material at a level appropriate to their age and interests – pictures, dramatized texts, music, songs and games. This method works for both children and adults. However, it can be expensive.

The Flesch-Kincaid test is one method of measuring the readability of writing. Difficulty is assessed by analyzing sentence length and the number of syllables per word.

The teacher must decide which method or a combination of methods can be applied during the different stages of the teaching process.

Theme based CBI is usually found in EFL contexts. Theme based CBI can be taught by an EFL teacher or team taught with a content specialist.

There is no evidence that a certain method is superior to other methods and is suitable for all language teachers and all learners in all situations. There is no ‘best method’ of teaching

True;

Unit 1 Introduction to psychology;Unit 2 Types of learning;Unit 3 Advertising and psychological techniques;Unit 4 Counseling;Unit 5 Psychological illnesses;Unit 6 Project work

was established by a famous German Professor Jean-Pol Martin. It is an effective method for students to learn by teaching their peers.

was the principal method in Europe in the 19th century. It was based on teaching grammar structures and vocabulary with direct translations. Latin language (dead language) was successfully taught by using Grammar Translation Method.

FALSE

FALSE

TRUE

Sheltered content

Theme based CBI

Sheltered content

Sheltered Content

will have to be redesigned if it is to be used in a theme based EFL class.

explore various aspects of psychology rather than attempting to give them a thorough

its flexibility; teachers can create units with specific learner needs in mind.

There are textbooks that can be used for theme based CBI classes which usually contain a variety of readings followed by vocabulary and comprehension exercises. These can then be supplemented with additional information from the

Internet, newspapers and other sources. However, another approach is to use specially constructed source books which contain collections of authentic materials or simplified versions. These can be about a particular theme such as

content information is getting through to the students and that they are remembering important vocabulary. Longer tests may also be given at mid-term and at the end of the term.